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ERIC Number: EJ744233
Record Type: Journal
Publication Date: 2006
Pages: 14
Abstractor: Author
Reference Count: 48
ISBN: N/A
ISSN: ISSN-0022-0671
Influences of Stimulating Tasks on Reading Motivation and Comprehension
Guthrie, John T.; Wigfield, Allan; Humenick, Nicole M.; Perencevich, Kathleen C.; Taboada, Ana; Barbosa, Pedro
Journal of Educational Research, v99 n4 p232-245 Mar-Apr 2006
One theoretical approach for increasing intrinsic motivation for reading consists of teachers using situational interest to encourage the development of long-term individual interest in reading. The authors investigated that possibility by using stimulating tasks, such as hands-on science observations and experiments, to increase situational interest. Concurrently, the authors provided books on the topics of the stimulating tasks and teacher guidance for reading to satisfy curiosities aroused from the tasks. Students with a high number of stimulating tasks increased their reading comprehension after controlling for initial comprehension more than did students in comparable intervention classrooms with fewer stimulating tasks. Students' motivation predicted their level of reading comprehension after controlling for initial comprehension. The number of stimulating tasks did not increase reading comprehension on a standardized test when motivation was controlled, suggesting that motivation mediated the effect of stimulating tasks on reading comprehension. Apparently, stimulating tasks in reading increased situational interest, which increased longer term intrinsic motivation and reading comprehension. (Contains 4 tables and 1 figure.)
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org.
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations
IES Cited: ED512029