Assessing Adolescents' Motivation to Read
Bibliographic Data
| ID | 15015671 |
|---|---|
| Authors | Sharon M Pitcher (Towson University), Lettie K Albright (Texas Woman's University, corresponding author), Carol J DeLaney (Texas State University), Nancy T Walker (University of La Verne), Krishna Seunarinesingh (0000-0002-1055-9962, University of the West Indies), Stephen G Mogge (Towson University), Stephen Mogge, Kathy N Headley (Clemson University), Victoria Gentry Ridgeway (Clemson University), Sharon Peck (SUNY Geneseo), Rebecca Hunt (0000-0003-2643-4205), Pamela J Dunston (Clemson University) |
| Year | 2007 |
| Volume | 50 |
| Issue | 5 |
| Pages | 378-396 |
| Publication date | 2007-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Adolescent & Adult Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1081-3004 • E-ISSN: 1936-2706 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1598/jaal.50.5.5 |
| OpenAlex | W2088360493 |
| Language | EN |
| Citations received | 31 |
| References cited | 6 |
A team of researchers revised the Motivation to Read Profile for use with adolescents. Instruments to assess adolescents' in‐ and out‐of‐school reading motivations were administered. A survey adapted for adolescents was administered to 384 teens at eight sites throughout the United States and Trinidad, and 100 students were interviewed using a revised instrument designed to capture the real reading of adolescents today. The teens were asked questions about fiction, expository, and computer‐based reading materials; about what instruction in school motivated them to read; and in which classes was the reading material most difficult. Results revealed that student experiences with academic reading and writing did not match their interests and needs. The authors offer many recommendations for how students' preferred types of reading and instruction can be used in middle school and high school classrooms
Mathematics education · Pedagogy · Reading (process · Reading motivation · Child Development and Digital Technology · Gender and Technology in Education · Literacy, Media, and Education · Psychology
Modular Approach
Motivation Terminology in Reading Research
Motivación hacia la lectura en inglés como lengua extranjera en estudiantes de educación media general
Approaches for supporting adolescents’ reading motivation
Bridging policy and practice to support struggling readers
What motivates students to read at school? Student views on reading practices in middle and lower‐secondary school
Targeting ethnic-racial identity development and academic engagement in tandem through curriculum
Volitional Strategies Through Metacognitive Development in Fostering Reading Motivation
Universal Design for Learning (UDL) in Heritage Education
Is reading a feminine domain? The role of gender identity and stereotypes in reading motivation in Chile
The home-literacy environment of young children with disabilities
Revealing Relationships
Digital reading and reading competence. The influence in the Z generation from the Dominican Republic
The Literacy Needs of Adolescents in Their Own Words
Reading During Adolescence
What, Why, and How They Read
Motivating Boys to Read
I Had No Idea He Was a Reader!”
Assessing High School Students’ Reading Motivation in a Voluntary Summer Reading Program
Rethinking Common Assumptions About Adolescents' Motivation to Use Technology In and Out of School
The Reading Behavior of Junior Secondary Students During School Holidays in Botswana
Measuring Adolescents' Attitudes Toward Reading
Technology and Literacy for Adolescents With Disabilities
Teaching and Reaching the Millennial Generation Through Media Literacy
Measuring Multiple Dimensions of Chinese Adolescents’ Attitudes Toward Reading
Reading Motivation in High School
Turning Away from Anti‐Blackness
Black Girls’ Reading Motivations
Reading Attitudes of Middle School Students
The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools
Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension
| Unique citing works | 31 |
|---|---|
| Citations per year | 1,82 |
| Citation span | 2009 - 2026 (18) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 30 |