Assessing Young Children’s Reading Motivation: Issues and Dilemmas

• In Event: Early Reading Motivation and Engagement: Intervention and Assessment

Abstract

Purpose
The purpose of this study was to investigate changes and patterns in motivation to read across the school year for students in grades K – 2.

Perspective/theoretical framework
Given the importance of positive reading motivation, a number of studies have investigated ways to foster young children’s motivation to read (Gambrell et al. 2012; Morrow & Rand, 1994; Guthrie, 2012; Morrow & Young, 1996; Turner, 1995). This is not surprising given that the early years are a critical period for literacy development. Previous research has documented that children’s reading motivation tends to decrease across grades one through six (McKenna, Kear, & Ellsworth, 1995). However, most studies concerning literacy motivation have focused on older students or have investigated changes in literacy motivation across grade levels. Little is known about changes in reading motivation during the early grades, especially across the course of a school year. There is a need for research that investigates young children’s reading motivation, as well as a need to understand the nature and extent of changes in reading motivation across a school year.

Methods
Participants included approximately 700 students in grades K – 2 who were enrolled in four schools from 3 school districts in a southern state.

Procedures
Students in K – 2 responded to the Me and My Reading Profile (MMRP) (reliability .85) at the beginning of the school year and at the conclusion of the school year. The MMRP is an 18 item 3-point Likert-type scale specifically designed for K – 2 students. The classroom teacher read the items aloud and guided students through the items. In kindergarten the teacher administered the MMRP in small groups of 5 – 8, while in 1st and 2nd grade the teacher administered the MMRP to the whole class.

Data Analysis and Findings
Dependent t-tests revealed no statistically significant differences in reading motivation from pre to post for any grade level and ANOVA revealed no statistically significant differences between grade levels K-2.

Significance of Findings
Since the 1990s, with the publication of the McKenna et al. (1995) study of elementary students that reported an inverse relationship between grade level and reading motivation, many educators have assumed that motivation to read begins to decline in first grade. The findings of this study, as well as an earlier study by Mazzoni, Gambrell, and Korkeamaki (1999) provides compelling evidence that early reading motivation remains fairly stable through the end of 2nd grade.
This finding sheds new light on the relationship between the initial acquisition of reading skills and reading motivation in that learning to read during the early years of school, in itself, may be a powerful motivator.

Authors

• Linda B. Gambrell, Clemson University

• Sangho Pang, Clemson University

• Deanna Ramey, NAEYC

• Heather J. McCrea-Andrews, Clemson University

• Chris L. Massey, Clemson University