The Impact of Reading Intervention on Students' Motivation to Read: A Meta-Analysis

• In Event: 33.079 - Roundtable Session 12
  In Roundtable Session: 33.079-22 - Literacy Research Focused on Oral Language and Motivation

Abstract

While previous research has demonstrated a strong relationship between reading motivation and achievement, the direction and nature of this relationship requires further clarification. The goal of most reading intervention is improvement on cognitive skills, such as comprehension, but the concurrent impact of the same interventions on affective skills, such as motivation, is less rigorously explored. The present study utilizes meta-analytic strategies to determine how intervention methods impact a child’s motivations to read. We identify characteristics that tend to support reading motivation within interventions designed to improve over-all reading comprehension. With this information, future researchers can make steps to ensure that their interventions sustain, or perhaps even enhance, participants’ long-term motivation to read.

Authors

• Katherine Landau Wright, Texas A&M University - College Station

• Tracey S. Hodges, University of Alabama

• Amanda D. Franks, Texas A&M University