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…

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…

Eye-tracking is primarily used as a tool to capture attentional processes in second language (L2) research. However, it is feasible to design visual displays that can react to and interact with eye-movements in technology-mediated contexts. We explored whether gaze-contingency can foster L2 development by drawing attention to novel words…

This study investigated the associations among reading strategy instruction, student motivational factors (i.e., attitudes toward reading, reading self-concept, and motivation to read), gender, and reading achievement. The analyses were conducted using the Hong Kong sample (students at Level 1, n = 3,875 and teachers at Level 2, n = 133) from the…

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…

The "Ten Principles Teaching Extensive Reading" has appeared in a number of forms, initially as "The characteristics of an extensive reading approach" in Day and Bamford (1998) and later in an article in Reading in a Foreign Language (2002) but in a slightly different form and ordering. What was originally intended to be a…

This study investigated the effects of intrinsic motivation, perceived competence, classroom engagement and extrinsic motivation on reading development among youth. Using a nationally representative sample of students in the US, the researchers followed students longitudinally from fifth to eighth grade. Reading achievement was measured using…

Seventy-six fifth-year students from low-socioeconomic status backgrounds participated in three different instructional conditions in an intervention study. The first combined strategy training in top-level structuring and interrelated motivational support; the second implemented the strategy training only; and the third was a control condition…

One of the most important challenges a teacher faces is motivating his or her students to complete reading assignments and to complete them carefully. After all, if students bring to class a basic understanding of the text up for discussion, much deeper learning can occur than if the teacher is forced to spend time explaining the reading to…

This study was an investigation of the impact of motivation to read on reading gains of struggling readers with and without specific learning disabilities (LD) who were exposed to a structured, research-based daily reading program over an 18-week period. Participants included 13 students with LD and 25 students without disabilities from two middle…

Previous research has indicated that there is no relationship between traditional homework completion and academic achievement among elementary grade students. Yet, elementary school teachers continue to utilize this practice. The purpose of this quantitative study was to investigate the relationship between nontraditional, differentiated reading…

The purpose of this study was to investigate the relationship between the learning of basic reading literacy skills in a contextualized, educational career technical training program, specifically the School to Work Program. The study explores whether adult literacy rates can change through students' participation in a contextualized, educational…

This study examined how cultural values and family cultural capital were linked to adolescents' motivation and reading achievement using multilevel analyses on reading tests and questionnaire responses of 193,841 fifteen-year-olds in 41 countries. In countries that valued more rigid gender roles, girls had lower reading achievement than girls in…

The purpose of this study was to compare teacher and student perceptions of motivation for reading. Motivational constructs were theoretically derived from previous work on efficacy and task orientation. First-grade students and teachers were asked to complete parallel reading motivation questionnaires. Results suggest both first-grade teachers…

The author suggests that it is impossible to motivate students. He said that in fact, it's not really possible to motivate anyone, except perhaps oneself. What a teacher "can" do--"all" a teacher can do--is work with students to create a classroom culture, a climate, a curriculum that will nourish and sustain the fundamental inclinations that…