Striving Adolescent Readers' Motivation

Autor/inn/en	Murnan, Reagan; Parsons, Seth A.; Verbiest, Courtney
Titel	Striving Adolescent Readers' Motivation
Quelle	In: Literacy Research and Instruction, 62 (2023) 2, S.127-154 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murnan, Reagan) ORCID (Parsons, Seth A.) ORCID (Verbiest, Courtney)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2022.2115957
Schlagwörter	Reading Motivation; Intervention; Middle School Students; High School Students; Reading Difficulties; Dyslexia; Measurement; Reading Instruction; Academic Achievement; Students with Disabilities + Suchen Sie Ihr Suchwort? Lesemotivation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Reading difficulty; Leseschwierigkeit; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Messverfahren; Leseunterricht; Schulleistung; Disability; Disabilities; Behinderung
Abstract	This review of research examines definitions of reading motivation, instruments for measuring reading motivation, reading motivation interventions and instructional designs, and student outcomes related to reading motivation. The population for this review was restricted to middle or high school students who: (a) have a qualifying disability in reading, (b) are identified as having "reading difficulties," or (c) present characteristics of dyslexia but are otherwise not identified. Definitions of reading motivation were generally ambiguous or ill-defined in relationship to the construct being measured. A variety of established reading motivational scales were identified, as well as some that were author-constructed. Although evidence from previous studies demonstrates a positive contribution of reading motivation to student outcomes, there were less significant relationships found between student outcomes and those students with reading disabilities or reading difficulties. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01