Enhancing Motivation to Read and Reading Abilities in First Grade

• In Event: AERA Roundtable Session 3
  In Roundtable Session: Cultivating Young Children's Literacies

Abstract

This study examined changes in reading motivation and reading achievement among Hebrew-speaking first graders following an intervention program designed to increase intrinsic reading motivation. The program focused on choosing relevant reading materials, providing choices for reading and encouraging social collaboration. Twenty-nine children in the intervention group (IG) were compared with 29 children in the control group (CG). The IG improved their reading motivation, while the CG declined in self-concept as a reader. Reading achievement improved more in the IG than in the CG. Findings suggest that a reading motivation program should be embedded in the regular reading acquisition curriculum and special attention should be paid to prevent a decline in young children's motivation.

Authors

• Vered Vaknin-Nusbaum, Western Galilee College

• Einat Nevo, Western Galilee College