Reading Achievement and Motivation in Boys and Girls: Field Studies and Methodological Approaches (Literacy Studies Book 15)

"This volume links theoretical and instructional approaches on how reading is motivated and assessed, and examines the interrelationship between reading motivation and achievement among boys and girls in culturally and geographically different settings. Much of the research on children's reading has focused on cognitive processes; however, reading is an activity that also requires interest and motivation. These attitudes are generally defined as readers' affect toward reading and their consequence is that children with more positive attitudes are more motivated to read. Taking into account the variability that exists within the notion of gender and age, this volume aims to examine and scrutinize previous research on the topic, as well as test theories on how the different dimensions of reading motivation vary with gender, in relation to cultural issues, motivational constructs, such as engagement and classroom climate, the role of emotions, interests and attitudes towards reading, among others. The book will be of interest to researchers, educators, graduate students, and other professionals working in the area of literacy, reading motivation, reading achievement and gender differences." -- Prové de l'editor Front Matter ....Pages i-xxiii Motivation: Introduction to the Theory, Concepts, and Research (Paulina Arango)....Pages 1-28 Front Matter ....Pages 29-29 The Consequential Effects of Misinterpretations and Misrepresentations on Boys’ and Girls’ Reading Achievement and Motivation (Linda M. Phillips, Karen Loerke, Denyse V. Hayward)....Pages 31-48 Contextual Influences on Girls’ and Boys’ Motivation and Reading Achievement: Family, Schoolmates, and Country (Ming Ming Chiu)....Pages 49-63 The Influence of Instructional Practices on Reading Motivation in Finland (Marja-Kristiina Lerkkanen)....Pages 65-78 To What Extent Is Reading Motivation a Significant Predictor of Reading Achievement when Controlling for Language and Cognitive Ability? A Systematic Review (Pelusa Orellana García)....Pages 79-96 Front Matter ....Pages 97-97 Young Children’s Motivation to Engage in Social Aspects of Reading (Linda B. Gambrell, Katherine Corbett, Koti Hubbard, Lorraine A. Jacques, Leslie Roberts)....Pages 99-113 Reading Motivation and Achievement Among Chilean Boys and Girls in Grades 3, 4, and 5: An Exploration of Results and Pedagogical Implications (Pelusa Orellana García, Paula Baldwin Lind)....Pages 115-133 A Mixed-Methods Study to Investigate Chinese Students’ Reading Motivation in Taiwan (Suhua Huang)....Pages 135-155 Boys’ and Girls’ Reading Skills and Attitudes During the First Six School Years (Tuula Merisuo-Storm, Juli-Anna Aerila)....Pages 157-181 Front Matter ....Pages 183-183 Literacy Achievement and Motivation Reconsidered: Linking Home and School Literate Practices for Struggling Adolescent Males (William G. Brozo)....Pages 185-200 Curricular Materials for Young People Who Struggle with Learning to Read: The Case of Roadrunner Reader Inquiry Kits (Misty Sailors, Alicia Villarreal, Teresa Sellers, Paul A. Schutz, Marcy Wilburn, Sylvia Minton)....Pages 201-218 Teaching Today the Readers of Tomorrow (Liliana Borrero Botero)....Pages 219-236 Back Matter ....Pages 237-241 Annotation This volume links theoretical and instructional approaches on how reading is motivated and assessed, and examines the interrelationship between reading motivation and achievement among boys and girls in culturally and geographically different settings. Much of the research on children's reading has focused on cognitive processes; however, reading is an activity that also requires interest and motivation. These attitudes are generally defined as readers' affect toward reading and their consequence is that children with more positive attitudes are more motivated to read. Taking into account the variability that exists within the notion of gender and age, this volume aims to examine and scrutinize previous research on the topic, as well as test theories on how the different dimensions of reading motivation vary with gender, in relation to cultural issues, motivational constructs, such as engagement and classroom climate, the role of emotions, interests and attitudes towards reading, among others. The book will be of interest to researchers, educators, graduate students, and other professionals working in the area of literacy, reading motivation, readingachievement and gender differences