Children's Motivation for Reading: Domain Specificity and Instructional Influences
The authors discuss the nature and domain specificity of reading motivation and present initial results that examined how 2 reading instructional programs, Concept Oriented Reading Instruction (CORI) and multiple Strategy Instruction (SI), influenced 3rd-grade children's intrinsic motivation to...
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| Veröffentlicht in: | The Journal of educational research (Washington, D.C.) D.C.), 2004-07, Vol.97 (6), p.299-310 |
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| container_end_page | 310 |
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| container_issue | 6 |
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| container_title | The Journal of educational research (Washington, D.C.) |
| container_volume | 97 |
| creator | Wigfield, Allan Guthrie, John T. Tonks, Stephen Perencevich, Kathleen C. |
| description | The authors discuss the nature and domain specificity of reading motivation and present initial results that examined how 2 reading instructional programs, Concept Oriented Reading Instruction (CORI) and multiple Strategy Instruction (SI), influenced 3rd-grade children's intrinsic motivation to read and reading self-efficacy. Each reading program occurred during the fall of the school year and lasted 12 weeks. Approximately 150 3rd-grade children participated in CORI; 200 3rd-grade children participated in SI. Results of pre- and posttest analyses of children's responses to a reading motivation questionnaire showed that children's intrinsic motivation to read and reading self-efficacy increased only in the CORI group. |
| doi_str_mv | 10.3200/JOER.97.6.299-310 |
| format | Article |
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Results of pre- and posttest analyses of children's responses to a reading motivation questionnaire showed that children's intrinsic motivation to read and reading self-efficacy increased only in the CORI group.</description><subject>Children & youth</subject><subject>Cognition & reasoning</subject><subject>Cognitive ability</subject><subject>Concept Oriented Reading Instruction</subject><subject>Curricula</subject><subject>Elementary education</subject><subject>Elementary school students</subject><subject>England (Reading)</subject><subject>Foster children</subject><subject>Instructional design</subject><subject>Mathematics</subject><subject>Motivation</subject><subject>Motivation research</subject><subject>multiple Strategy Instruction</subject><subject>Questionnaires</subject><subject>Reading</subject><subject>Reading comprehension</subject><subject>Reading Instruction</subject><subject>Reading Motivation</subject><subject>Reading Programs</subject><subject>School age 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| source | Jstor Complete Legacy; Education Source |
| subjects | Children & youth Cognition & reasoning Cognitive ability Concept Oriented Reading Instruction Curricula Elementary education Elementary school students England (Reading) Foster children Instructional design Mathematics Motivation Motivation research multiple Strategy Instruction Questionnaires Reading Reading comprehension Reading Instruction Reading Motivation Reading Programs School age children Self Efficacy Self sufficiency Skills Thinking Skills third-grade children |
| title | Children's Motivation for Reading: Domain Specificity and Instructional Influences |
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