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Peer reviewed Peer reviewed
ERIC Number: EJ698579
Record Type: Journal
Publication Date: 2004-Jul-1
Pages: 11
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0671
Children's Motivation for Reading: Domain Specificity and Instructional Influences.
Wigfield, Allan; Guthrie, John T.; Tonks, Stephen; Perencevich, Kathleen C.
Journal of Educational Research, v97 n6 p299 Jul 2004
The authors discuss the nature and domain specificity of reading motivation and present initial results that examined how 2 reading instructional programs, Concept Oriented Reading Instruction (CORI) and multiple Strategy Instruction (SI), influenced 3rd-grade children's intrinsic motivation to read and reading self-efficacy. Each reading program occurred during the fall of the school year and lasted 12 weeks. Approximately 150 3rd-grade children participated in CORI; 200 3rd-grade children participated in SI. Results of pre- and posttest analyses of children's responses to a reading motivation questionnaire showed that children's intrinsic motivation to read and reading self-efficacy increased only in the CORI group.Key words: Concept Oriented Reading Instruction, multiple Strategy Instruction, reading motivation, third-grade children
Descriptors: Reading Instruction, Self Efficacy, Reading Programs, Reading, Reading Motivation
Heldref Publications, Helen Dwight Reid Educational Foundation, 1319 Eighteenth Street, NW, Washington, DC 20036-1802. Web site: http://www.heldref.org
Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Reading; England (Reading)