Courageous Reading Instruction: The Effects of an Elementary Motivation Intervention

Barbara A. Marinak

The Journal of Educational Research, 2013, vol. 106, issue 1, 39-48

Abstract: In an attempt to more clearly understand the erosion of engagement in some readers, a number of researchers (J. Brophy, 2008; J. Guthrie, 2010; K. Mohr, 2006) and organizations (Education Alliance, 2010) have called for the investigation of strategies to improve elementary reading motivation. Consequently this mixed-methods investigation focused on a motivation intervention for fifth-grade readers. Two constructs consistent with expectancy-value theory (J. Eccles, 1983), self-concept as a reader and value of reading, were examined. A pretest--posttest design was utilized following a motivation intervention arranged during participatory action research. The results suggest that a curricular considerate intervention comprised 3 practices had a significant impact on the reading motivation of 5th-grade students.

Date: 2013
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/00220671.2012.658455 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:106:y:2013:i:1:p:39-48

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/vjer20

DOI: 10.1080/00220671.2012.658455

Access Statistics for this article

The Journal of Educational Research is currently edited by Mary F. Heller

More articles in The Journal of Educational Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().