Reading motivation is an important factor that can predict reading performance in elementary school. The present study aimed to investigate whether reading motivation could mediate the relationship between reading skills at the beginning of school and reading performance in the middle of elementary school. Longitudinal data from 979 students (52%…

The aim of this study was to improve the reading and writing performance and reading motivation of a third grade primary school student who does not have any cognitive or physical disabilities. In the study conducted by the action research method, one of the qualitative research methods, the student's reading and writing performance and reading…

Reading motivation is an important contributor to reading achievement. Students with higher levels of motivation tend to outperform those with lower levels. Reading motivation is a dynamic, situational, context-dependent trait that can vary in children over time and across tasks. Teachers have a valuable opportunity to support students' reading…

Research on reading achievement and reading motivation has rarely addressed the question if and how they affect each other over time. In our study, we investigate the reciprocal effects between reading achievement and both intrinsic and extrinsic reading motivation during elementary school. We measured reading achievement and intrinsic and…

This research assessed the impact of combining small-group cognitive reading intervention with a motivational program targeting students' goals, emotions, and self-efficacy beliefs on the reading performance and motivation of third-grade students at risk for reading difficulties (n = 25, M[subscript age] = 8.99, SD = 0.38). Using a…

The purpose of this study was to examine the influence of extrinsic motivational factors on upper elementary students who are reading at least two grade levels below their current grade. Research was conducted using a mixed methods approach to examine the perceptions of 3rd, 4th, and 5th grade students who have difficulty in reading. A purposeful…

This study examined the role of science domain knowledge, reading motivation, and decoding skills in reading comprehension achievement in third-grade students who are English learners (ELs) and students who are monolingual, using a nationally representative data set. Multigroup probit regression analyses showed that third-grade science domain…

Intrinsic reading motivation plays a pivotal role in increasing reading frequency, strengthening engagement in learning, and growth in reading skills. Identifying specific teacher behaviors that foster intrinsic reading motivation and exploring the relationship between reading motivation and reading development can inform efforts to improve…

The Reading and Me Survey (R&MS) measures reading self-perceptions and enjoyment of reading of intermediate elementary students and parallels the Math & Me Survey (M&MS). We examined its psychometric properties through content validation, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability and…

The purpose of this mixed-methods, action research study, with a convergent design, is to improve student literacy achievement within a Mississippi school district, through the exploration of reading volume, motivation, and family connections. This study uses qualitative and quantitative data to provide an in-depth look into the phenomenon of…

The purpose of this quantitative causal comparative study was to examine to what extent if any, there was a difference in academic and recreational reading motivation and reading achievement between third grade students who participated in the Accelerated Reading curriculum (AR) (reading software management system), as defined in definitions and…

This research summary explores READS and the rigorous research behind its development over the years, as well as the program's outcomes and key components. The brainchild of James Kim, a Harvard University education professor, READS provides 10 free, carefully-matched books to third through fifth graders over the summer, along with three key…

Fifteen third and fourth graders with attention-deficit/hyperactivity disorder were asked to complete reading self-efficacy and reading activity scales and standardized tests of oral and written language to examine the relationships between reading self-efficacy, reading activity, oral language, and reading achievement, with gender and age…

The NCAA Read to the Final Four Literacy competition was initiated in a partnership between the Houston Independent School District (HISD), NCAA Team Works®, Houston NCAA Final Four Local Organizing Committee, Houston Public Library, the University of Houston, and CYCLE (Changing Young Children's Lives through Education). The competition was…

Lack of validated research tools in Spanish-speaking countries has limited the extent to which educational research can expand. In recent years, there has been a growing interest in the exploration of affective factors in reading. The need for research on reading and reading motivation in Latin American countries calls for valid, reliable tools to…