Older students with reading difficulties struggle with high school academics and are at risk for not graduating. Despite a growing body of research on adolescent literacy in upper elementary and middle school, the research on high school reading interventions is relatively scant and not as promising as one would hope. Rather than assuming students know how to read well by the time they enter secondary schools, educators need to consider the reading skills students may be lacking as well as ensure that students remain motivated and engaged in learning. This study synthesizes the research findings from several studies on supplementary reading interventions for adolescents as well as research findings on how motivation is interwoven with adolescent literacy achievement. Previous research has examined motivation for reading by looking at intrinsic and avoidance motivation and forming reading profiles of students in fifth grade. My study brings these profiles to the high school level and investigates whether the reading profiles at the end of eighth grade predict reading achievement and motivation for ninth grade students in a reading intervention course and those not in a reading intervention. The study focuses on ninth grade, a pivotal year for students, and how students’ involvement in reading intervention courses prior to and in ninth grade predict student achievement on a reading comprehension measure, as well as their reading motivation and school engagement.

Motivation has been viewed as a very influential factor to successful reading for English as foreign language learners. Learners can be motivated to read English by extrinsic or intrinsic motivation, and the motivational orientations could also influence their reading achievement. However, language problems that EFL learners encounter while reading can affect their willingness to read as well as their reading achievement. The purpose of this study was to investigate Taiwanese EFL students’ English reading motivation and its relationship with perceived language problems and reading achievement. 302 11th grade students from an urban district in southern Taiwan participated in the study. Measures included an English reading comprehension test, an English reading motivation questionnaire, and a questionnaire regarding language problems in reading English. A factor analysis was used to determine the motivational orientations. Multiple regression and correlation analysis were performed to examine the relationship among reading motivation, language problems, and reading achievement. The results showed that: 1) Taiwanese senior high school students were largely motivated to read English by extrinsic motivation, specifically the importance and instrumental utility of reading English and the drive for recognition and competition, although they could also be motivated by intrinsic motivation to read English for knowledge and social purposes. Moreover, extrinsic motivation to read for compliance was significantly associated with their English reading scores. 2) While reading English, unknown idiomatic expressions and vocabulary were frequently reported language problems that influenced students’ willingness to read. Nevertheless, lack of grammar knowledge was generally not considered a big language problem to most of the students while reading. 3) Language problems in reading English and reading motivation were correlated, and motivation to read for compliance, grammar knowledge, and overall reading comprehension were significant predictors of students’ English reading scores. This study highlights the influential role of extrinsic motivation to EFL students in English reading and the importance of knowledge of vocabulary and idiomatic expressions in order to help understand the meaning of English texts. It provides implications for English teachers in designing appropriate curriculum that suits students’ needs and interests, and also suggestions for choosing proper reading materials.

This study investigated the significant differences and correlations on college students¡¦ reading motivation and their internet literacy. A total of 950 college students were stratified randomly selected from 17 Taiwanese colleges. All participants completed ¡§Reading motivation¡¨ and ¡§Internet literacy¡¨ scales. In addition, 5 target students with highest scores on internet literacy were recruited for standardized test and follow-up interview. Independent t-test, one-way ANOVA, and canonical correlation assessed the similarities and differences between groups. The initial findings were as follows: 1.College students¡¦ reading motivation and internet literacy appear to have moderate performance. 2.Female college students¡¦ mean score on ¡§reading motivation¡¨ was significantly higher than their male counterparts. 3.High academic achievement college students¡¦ mean score on ¡§internet literacy¡¨ was significantly higher than low academic college students. 4.College students who major in engineering, manufacturing domain¡¦s mean score on ¡§internet literacy¡¨, dimensions of ¡§information accessing¡¨, ¡§information sharing¡¨ were significantly higher than social sciences, business management domain¡¦s college students. And college students who major in liberal arts domain¡¦s mean score on dimensions of ¡§information creating¡¨ were significantly higher than agronomy major¡¦s college students. 5.College students with higher reading frequency¡¦s mean score on ¡§reading motivation¡¨ and ¡§internet literacy¡¨ were significantly higher than low reading frequency college students. 6.College students with higher book-borrowing frequency¡¦s mean score on ¡§reading motivation¡¨, dimensions of ¡§information creating¡¨ were significantly higher than low book-borrowing frequency college students. 7.College students consume more time on reading¡¦s mean score on ¡§reading motivation¡¨, dimensions of ¡§information creating¡¨ were significantly higher than these consuming less time on reading¡¦s participants. 8. College students with longer internet seniority¡¦s mean score on ¡§internet literacy¡¨, dimensions of ¡§information accessing¡¨, ¡§information evaluating¡¨ and ¡§information integrating¡¨ were significantly higher than less internet seniority¡¦s college students. 9.College students with higher educational expectation had significantly higher mean scores on ¡§reading motivation¡¨ and ¡§internet literacy¡¨ than these low educational expectation participants. 10.Canonical correlations between college students¡¦ ¡§reading motivation¡¨ and ¡§internet literacy¡¨ were found in this study.

The purposes of this research were¡G¡]1¡^to uncover the present status about reading motivation, reading attitudes, reading behaviors, and Chinese academic achievement of elementary school students;¡]2¡^to analyze the differentiation on reading motivation, reading attitudes, reading behaviors, and Chinese academic achievement based on different background variables of students;¡]3¡^to realize the correlativity among reading motivation, reading attitudes and reading behaviors ;¡]4¡^to explore the predictability in elementary school students¡¦ Chinese academic achievement on their reading motivation , reading attitudes and reading behaviors; and¡]5¡^to offer feasible suggestions according to the results. This research adopted questionnaire method to collect information about reading motivation, reading attitudes, reading behaviors, and Chinese academic achievement of students of public elementary school of Kaohsiung City. Questionnaires were given to 871 students of 28 classes from 14 schools and 848 of which were valid. Three major instruments, i.e. Reading Motivation Questionnaire, Reading Attitudes Questionnaire, and Reading Behaviors Questionnaire, were designed to collect data, which was later analyzed by means of percentage frequently distribution, t-test, one-way ANOVA, Pearson¡¦s product-moment correlation and Stepwise multiple regression. The major results were summarized as follows¡G 1. A majority of the students in Kaohsiung City ranked high on reading motivation and reading attitudes, yet low on reading behaviors. Chinese academic achievement of elementary school students varied on a large scale. 2. Provided different student background variables, i.e. sex, grade, and social economic status, there were significant differences on student¡¦s reading motivation, reading attitudes, reading behaviors, and Chinese academic achievement, except reading behaviors on variable grade. 3. Significant correlations were found among students' reading motivation, reading attitudes and reading behaviors. 4. In general, the intrinsic motivation was the best predictor of Chinese academic achievement. In accordance with the results of this research, suggestions concerning aspects of the authorties, schools and parents were put forward. Follow-up studies were also proposed.

Abstract The main purpose of this paper was to explore the effects of reading motivation and reading self-efficacy on Creative Thinking Instruction of picture storybooks for third grade students in elementary schools. The researcher adopted the ¡§Equivalent Control Group Pretest-posttest Design¡¨ of Quasi-experiments Research Method and used the third grade students of two classes in the Kaohsiung elementary school as samples. One class was assigned to the experimental group for the purpose of carrying out Creative Thinking Instruction of picture storybooks. Another class was the control group for the intention of proceeding Common Reading Instruction of picture storybooks. The research instrument of this paper included Elementary Reading Motivation Scale (Su-Zu Li, 1999) and Elementary Reading Self-efficacy Scale (Chih-Hsien Tu, 1998). In addition, the data was analyzed and tested by descriptive statistic, t-test, independent sample one-way ANCOVA, and product-moment correlation. The findings of the study were as follows: I.The influences of Creative Thinking Instruction of picture storybooks on students¡¦ reading motivation A.In the aspect of reading motivation, there was no significant difference between the experimental group and the control group before accepting Creative Thinking Instruction of picture storybooks. B.There was a significant difference in reading motivation between the students who accepted Creative Thinking Instruction of picture storybooks and the students who didn¡¦t. II.The influences of Creative Thinking Instruction of picture storybooks on students¡¦ reading self-efficacy A.In the aspect of reading efficacy, there was no significant difference between the experimental group and the control group before accepting Creative Thinking Instruction of picture storybooks. B.There was a significant difference in reading efficacy between the students who accepted Creative Thinking Instruction of picture storybooks and the students who didn¡¦t. III.There was a significant positive correlation between reading motivation and reading self-efficacy. According to the study results of above, the researcher offered the suggestions for the reference in educational applications and prospective studies as follows: I.If quantification and action research was operated together, the research benefit would be higher. II.Creative Thinking Instruction was subsumed in school-based curriculum. III.The research subject could be extensively discussed.

The purpose of this research was to investigate the role of academic stress in determining grade differences of reading motivation. A total of 496 elementary students in Kaohsiung City were administrated by a questionnaire assessing academic stress, academic and extracurricular reading motivations. Participants were classified into low, middle, or high graders. The final exam was used to manipulate change of academic stress. Students¡¦ academic stress decreased as their grades increased. Academic stress was positively correlated with reading motivation in both academic and extracurricular reading domains. Further, the effect of academic stress on academic reading motivation was in accordance with that on extracurricular reading motivation. Together the findings seem to indicate that academic stress play a crucial role in determining the relationship between grades of elementary students and reading motivation. Specifically, a decreased reading motivation as grades increased stems from the descending tendencies of academic stress. Finally, the primary findings were discussed and educational implications were provided.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1994. / Title from title page screen, viewed April 14, 2006. Dissertation Committee: Robert Fisher (chair), Tom Baer, Ron Halinski, Jeanne Morris, Barbaria Nourie. Includes bibliographical references (leaves 68-73) and abstract. Also available in print.

Ερευνάται η φύση και η ισχύς των αναγνωστικών κινήτρων σε παιδιά προσχολικής ηλικίας σε συνάρτηση με το μορφωτικό επίπεδο των γονέων. / Investigated the nature and the power of reading motivation in preschool children in relation to the educational level of parents.

Som grund för det livslånga lärandet men också tillägnandet av kunskaper i skolan finns läsförmåga. Läsinlärning grundas på fyra faktorer där läslust ses som en betydelsefull faktor. Studiens syfte var att undersöka pedagogers uppfattningar av att använda sig av läslust som en faktor vid läsinlärning i grundskolans tidiga år. Studiens frågeställningar ämnade ge svar på vilken definition pedagoger har av begreppet läslust och om läslust påverkar läsinlärningen, men också vilka arbetssätt som främjar läslust och vilka faktorer som försvårar pedagogernas arbete med detta i skolan. Studien använde sig av primärdata i form av kvalitativa intervjuer med sex pedagoger som valdes utifrån kunskap och erfarenhet inom det område som studien avsåg att undersöka. Resultatet av studien visade på att det inte fanns någon gemensam definition av begreppet läslust hos pedagoger, men begreppet kopplades till aspekter som grundar sig i elevens inre motivation till läsning. Läslust uppgavs ha en viktig roll vid läsinlärning i grundskolans tidiga år. Viktiga arbetssätt för att främja läslust uppgavs vara högläsning och lästid, vuxna förebilder samt tillgänglighet till böcker som är anpassade efter de enskilda elevernas läsförmåga och intresseområden. Andra faktorer som ansågs främja läslust var läsmiljön och möjligheten för eleverna att läsa i par och/eller grupp. Faktorer som ansågs försvåra arbetet med läslust i skolan uppgavs vara framför allt tillgång till anpassade böcker samt pedagogens möjlighet att stötta den enskilde eleven i dennes läsutveckling.