Brief Research ReportMotivational and Cognitive Contributions to Students' Amount of Reading☆
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Cited by (140)
Long-term effects of the home literacy environment on reading development: Familial risk for dyslexia as a moderator
2022, Journal of Experimental Child PsychologyCitation Excerpt :The hypothesized model proposes further that intrinsic reading motivation supports reading comprehension. Those who are intrinsically motivated are expected to read more frequently and therefore, through practice, gain the various skills and knowledge needed in reading (e.g., Cox & Guthrie, 2001; Torppa et al., 2020; Wigfield & Guthrie, 1997). Wigfield and Guthrie (1997), for example, showed that children high in intrinsic reading motivation spent three times longer reading during a day than their peers with low intrinsic reading motivation.
A cross-cultural perspective on the relationships among social media use, self-regulated learning and adolescents’ digital reading literacy
2021, Computers and EducationCitation Excerpt :Intrinsically motivated people read because it is “satisfying or rewarding in its own right” while extrinsically motivated ones do so for rewards “external to both the activity of reading and the topic of the text” (Schiefele et al., 2012, p. 429). Compared with extrinsic motivation, there is more compelling evidence that intrinsic motivation significantly contributes to reading competence (Stutz et al., 2016), and this positive effect has been assumed to operate by facilitating and intensifying reading behaviors (Wigfield & Guthrie, 1997), e.g., in terms of reading amount (Schaffner et al., 2013), reading-strategy use (Cox & Guthrie, 2001), and genre preferences (Wigfield & Guthrie, 1997). An equally prominent motivational construct is reading self-concept, generally defined as individuals' perceptions of their own reading abilities (OECD, 2019a).
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The research reported herein was supported under the National Reading Research Center project of the University of Georgia and University of Maryland through a cooperative agreement (PR/Award No. 117A20007) with the Office of Educational Research and Improvement, U.S. Department of Education. The findings and opinions expressed here do not necessarily reflect the position or policies of the National Reading Research Center, the Office of Educational Research and Improvement, or the U.S. Department of Education.
Address correspondence and reprint requests to John T. Guthrie, University of Maryland, Department of Human Development, 3304 Benjamin Building, College Park, Maryland 20742. E-mail: [email protected].