Triggering and Developing Students’ Interest in Reading. A Systematic Review of Instructional Practices

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Abstract

We report on a systematic review of studies describing teachers’ use of interest to support K-5 students’ developing abilities as readers. A total of 35 qualitative and quantitative articles met criteria for review. Thematic analysis was used to describe the instructional practice(s). The practices were then re-coded for the phase of interest in reading targeted, to what extent student agency was supported, as well as the complexity of the instructional practice. Study findings offer insight about why instructional practices that promote interest yield increases in reading ability, interest, and student agency, and why they may not. Results are discussed as providing an initial formulation of a domain-specific model of interest development in reading.

Authors

• Bente Rigmor Walgermo, Uniersity of Stavanger

• Erin McTigue, University of Stavanger

• K. Ann Renninger, Swarthmore College

• Per Henning Uppstad, University of Stavanger