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ERIC Number: ED395279
Record Type: Non-Journal
Publication Date: 1996
Pages: 58
Abstractor: N/A
Reference Count: N/A
Elementary Students' Motivation to Read. Reading Research Report No. 52.
Gambrell, Linda B.; And Others
This study explored 330 third- and fifth-grade Maryland students' motivation to read using the Motivation to Read Profile (MRP). The first part of the MRP, a Likert-type, self-report, group-administered questionnaire, was completed by all students. The second part of the MRP, the Conversational Interview, was individually administered to a random sample of 48 students. Results provided support for the importance of two dimensions of motivation to read: self-concept as a reader and value of reading. In addition, the Conversational Interview revealed insights about the influence of text type, school, and home factors on motivation to read. Taken together, findings suggest that motivation to read is linked to four key features of literacy learning: access, choice, familiarity, and social interaction. (Contains 77 references and 7 tables of data. Appendixes provide an information sheet, a self-concept as a reader subscale, a value of reading subscale, an 8-item list of references cited for reading survey item generation, the Conversational Interview, and teacher directions for administration of the reading survey.) (RS)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.
Identifiers - Location: Maryland
Identifiers - Assessments and Surveys: Motivation to Read Profile