I’ve written before
about children’s motivation to read and their attitudes to reading and the
extent to which these relate with their reading attainment. Indeed, there is considerable evidence that children
who report more positive attitudes to reading, confidence in their reading
skills and greater motivation to read typically have higher levels of reading
attainment (e.g., Baker &
Wigfield 1999; Chapman & Tunmer 1997; McGeown et al., 2012; Morgan &
Fuchs, 2007; Wang & Guthrie 2004).
However, it is likely that there is a reciprocal relationship between
children’s reading affect (i.e., attitudes, confidence, motivation) and reading
attainment – i.e., affect influences attainment but also attainment influences
affect.
This
post is concerned with considering individual differences within this
relationship. For example, is there any
evidence that the relationship between reading affect (attitudes, motivation,
confidence) and reading attainment is closer among boys compared to girls? What about comparisons of good vs poor
readers? If group differences do exist, what
are the implications of these?
I’ll consider gender
differences initially. Research by Oakhill and Petrides (2007) using reading
comprehension SATs scores and children’s reported interested in the content of
the SAT’s found that boys reading comprehension performance was more closely
related to their level of interest in the topic. Similarly, Ainley, Hillman, and Hidi (2002)
found that girls were more likely than boys to persist with a text that was of
lower topic interest. Indeed, Williams, Burden, and Lanvers (2002) found that
both boys and girls felt that girls are more inclined to put effort into work
even if it is tedious, while boys need to find enjoyment in it in order to work
hard. This suggests that for boys in
particular, being interested is important in terms of the influence this has on
their behaviours and effort (and potentially attainment).
Based on the results of these studies, I expected that boys’
attitudes towards reading (Logan and Johnston, 2009), confidence in reading
(Logan & Medford, 2011) and motivation to read (Logan & Medford, 2011)
would be more closely associated with their levels of reading attainment,
compared to girls, as these affective factors would have a greater influence on
behaviours conducive to good reading attainment. Indeed, this was what was found (Logan &
Johnston, 2009; Logan & Medford, 2011).
However, given that this relationship is likely reciprocal, it may be
that boys’ affect (attitudes, confidence and motivation) plays a more
significant role in the effort they put into reading. This suggests a greater
discrepancy between competence and performance in boys if they are unmotivated,
have poor attitudes or do not feel confident in their abilities. Additionally however, it could be that boys,
to a greater extent than girls, need to be successful at reading in order to
have positive affect for reading.
Therefore, boys with low levels of attainment may be more likely than
girls to become disengaged or de-motivated as a result of their negative
experiences.
This therefore has implications for how to support boys in their
reading; it may be particularly important to encourage and promote positive
reading affect among boys if the aim is to enhance reading attainment;
encouraging positive reading affect among girls, while worthwhile, may be less
likely to impact on their reading behaviours and reading attainment.
And what about ability differences?
In a different research project (Logan et al., 2011), my colleagues and
I examined the extent to which children’s motivation to read predicted their
reading comprehension (after taking into account language and decoding skills)
and also the extent to which it predicted growth in reading comprehension
(after taking into account previous reading comprehension attainment). In both analyses, motivation to read was
particularly important for poor readers compared to good readers. Therefore reading motivation may contribute
more to the reading performance of poor readers compared to good readers. Why would this be?
It could be that poor readers, when faced with the same reading task
as good readers, have a slower and more frustrating process ahead of them; those poor
readers with high motivation may be more inclined to persevere with the difficult reading material,
thus developing their reading skills and resulting in higher reading attainment
levels. Poor readers who lack motivation however, may be more inclined to
become disengaged and frustrated with the whole process, leading to poorer
performance. On the other hand, for the
good readers, reading motivation is less important, as the reading task
presented to them is not as challenging, therefore their motivation plays a
less important role.
References
Ainley, M., Hillman, K., &
Hidi, S. (2002). Gender and interest processes in response
to literary texts: Situational
and individual interest. Learning
and Instruction 12,
411–428.
Baker, L., & Wigfield, A.
(1999). Dimensions of children’s motivation for reading and
their relations to reading
activity and reading achievement. Reading
Research Quarterly 34,
452–477.
Chapman, J. W.
& Tunmer, W. E. (1997). A longitudinal study of beginning
reading achievement and reading
self-concept. British Journal of
Educational Psychology, 67, 27-291.
Lau, K., & Chan,
D. W. (2003). Reading strategy use and motivation among Chinese good and poor readers in Hong Kong. Journal of Research in Reading, 26 ,177−190.
Logan,
S., & Johnston, R. (2009). Gender differences in reading ability and
attitudes: examining where these differences lie. Journal of Research
in Reading, 32, 199-214.
Logan, S., & Medford, E. (2011). Gender differences in
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skill. Educational Research, 53, 85-94.
Logan, S., Medford, E., & Hughes, N.
(2011). The
importance of intrinsic motivation for high and low ability readers' reading
comprehension performance. Learning
and Individual Differences, 21, 124-128.
McGeown, S. P, Norgate, R., &
Warhurst, A. (2012). Exploring intrinsic
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Morgan, P.L., & Fuchs, D.
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Oakhill, J.V., & Petrides,
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Wang, J.H., & Guthrie, J.
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Williams, M., Burden, R.,
& Lanvers, U. (2002). ‘French is the language of love and stuff’:
Student perceptions of issues
related to motivation in learning a foreign language. BritishEducational Research Journal 28, 503–528.