Effectiveness of Interventions That Foster Reading Motivation: A Meta-Analysis

Autor/inn/en	van der Sande, Lisa; van Steensel, Roel; Fikrat-Wevers, Suzanne; Arends, Lidia
Titel	Effectiveness of Interventions That Foster Reading Motivation: A Meta-Analysis
Quelle	In: Educational Psychology Review, 35 (2023) 1, Artikel 21 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van der Sande, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-023-09719-3
Schlagwörter	Reading Motivation; Student Motivation; Reading Comprehension; Student Interests; Educational Methods; Age Differences; Elementary Secondary Education; Reading Skills; Intervention; Program Effectiveness + Suchen Sie Ihr Suchwort? Lesemotivation; Schulische Motivation; Leseverstehen; Studieninteresse; Educational method; Erziehungsmethode; Age; Difference; Age difference; Altersunterschied; Reading skill; Lesefertigkeit
Abstract	Many students have low reading motivation. Based on (reading) motivation theories, several mechanisms are distinguished that can foster reading motivation. Our goal in this meta-analysis was to examine the effects of theory-driven reading motivation interventions in school on students' reading motivation and reading comprehension as well as to test which mechanisms are particularly effective in fostering motivation and comprehension. We conducted a literature search in ten online databases and identified 39 relevant effect studies. Positive effects on affirming motivations (d = 0.38), extrinsic motivations (d = 0.42), combined motivations (d = 0.17), and reading comprehension (d = 0.27) were found. The effect on undermining motivations (d = -0.01) was not significant. In particular, interventions that aimed to trigger interest had positive effects on affirming motivations and reading comprehension. Furthermore, effects on affirming motivations were larger if the total duration of the intervention was longer and if the share of boys in the sample was higher. Interventions delivered by researchers had larger effects on reading comprehension than interventions delivered by teachers. Finally, effects on reading comprehension were larger for primary schoolers than for secondary schoolers and larger for typical readers than for struggling readers. Implications for practitioners, policymakers, and researchers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01