Researchers interested in studying
children’s reading motivation often focus on the multidimensional nature of it
– that is, the many different reasons that children choose to read or not
read. In a previous blog post “Speaking
up for reading motivation” I highlighted the importance of understanding
children’s affective responses towards reading (e.g., their motivations for
reading, confidence in reading and attitudes towards reading), as a way of
identifying ways to improve their reading skills, but also to promote greater
independent reading and positive reading experiences.
In the research literature, there are a
number of different theoretical frameworks used to examine children’s reading
motivation; however the intrinsic-extrinsic framework is one of the better
known. This theory focuses on the
distinction between intrinsic (i.e., internal) and extrinsic (i.e., external)
reasons for reading (e.g., see McGeown, Norgate & Warhurst, 2012; Wigfield
& Guthrie, 1997). For example, a
child may be motivated to read because they are curious to learn more about a
specific topic, or because they enjoy the experience of getting ‘involved’ in
fictional stories and ‘getting to know’ these fictional characters. These reasons would be regarded as intrinsic
motivators. On the other hand, a child
may be motivated to read to obtain good reading grades, or to receive praise
from the parents/teachers for their reading skills/effort. Both of these would be regarded as extrinsic
motivators.
Of course, children are motivated to
read for a variety of reasons (both intrinsic and extrinsic), at different
times and in different contexts.
Nevertheless, researchers have found that intrinsic reading motivation
tends to be more closely and consistently related to reading attainment than
extrinsic reading motivation (e.g., Becker, McElvany & Krotenbruck, 2010; McGeown
et al., 2012; Wang & Guthrie, 2004); suggesting that efforts made to foster
motivation should focus on intrinsic motivators (if the aim is to improve
reading skills).
I think it is important that teachers
are aware of the multi-dimensional nature of reading motivation – that is, the
many reasons that children choose to read, as this provides knowledge and
increased awareness of opportunities to better support students. For example, by better understanding
children’s specific motivations, teachers may be better placed to direct
children towards specific book types that meet their needs/desires. Indeed, children’s reading motivation has
implications for their reading choices.
For example, in a recent research project (McGeown et al., in press), we
found that children’s reading motivations predicted their reading choices. In a study with 791 pupils, we found that
those reporting higher levels of motivation to read in order to learn, reported
reading more factual books, those motivated out of a desire to become involved
in stories/characters, reported more fiction book reading, while those
motivated out of a desire to achieve good grades reported more school book
reading.
References:
Becker, M.,
McElvany, N., & Kortenbruck, M. (2010) Intrinsic
and extrinsic motivation as predictors of reading literacy: A longitudinal
study. Journal of Educational Psychology,
102, 773-785.
McGeown, S.
P, Norgate, R., & Warhurst, A.
(2012) Exploring intrinsic and extrinsic reading motivation among very
good and very poor readers. Educational
Research, 54, 209-322.
McGeown, S.
P., Osborne, C., Warhurst, A., Norgate, R., & Duncan, L. G. (in press).
Understanding children’s reading
activities: Reading motivation, skill and child characteristics as predictors, Journal of Research in Reading.
Wang,
J.H., & Guthrie, J. T. (2004) Modelling the effects of intrinsic
motivation, extrinsic motivation,
amount of reading, and past reading achievement on text comprehension
between
U.S and Chinese students. Reading Research Quarterly 39, 162–186.
Wigfield,
A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading
to the amount and breadth of their reading. Journal of Educational Psychology 89, 420–32
