Early Reading Motivation and Engagement: Intervention and Assessment

Session Type: Symposium

Abstract

Researchers and educators have become increasingly aware of the importance of reading motivation in children’s literacy development. Positive reading motivation has been associated with a number of desirable outcomes including higher reading achievement, deeper cognitive processing, greater conceptual understanding, and willingness to persevere when reading is difficult.
In this symposium two papers examine the effects of two interventions (Reading Recovery and a One-on-One After School Tutoring Program) on children’s reading motivation and engagement. The third paper investigates changes and patterns across the school year and across grades K- 2 in students’ reading motivation. Issues and dilemmas related to assessing early reading motivation are explored. Findings will be discussed in light of current theories of reading motivation and early literacy development.

Sub Unit

• SIG-Research in Reading and Literacy

Chair

• Linda B. Gambrell, Clemson University

Papers

• Investigating Reading Recovery’s Impact on Students’ Motivation to Read - C.C. Bates, Clemson University; Linda B. Gambrell, Clemson University; Jerome V. D'Agostino, The Ohio State University; Anastasia Homer, Clemson University

• One-on-One Tutoring for Struggling Readers in an After-School Program - Lesley M. Morrow, Rutgers University; Susan Dougherty, Rutgers University; Melanie R. Kuhn, Rutgers University

• Assessing Young Children’s Reading Motivation: Issues and Dilemmas - Linda B. Gambrell, Clemson University; Sangho Pang, Clemson University; Deanna Ramey, NAEYC; Heather J. McCrea-Andrews, Clemson University; Chris L. Massey, Clemson University