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ERIC Number: EJ1124810
Record Type: Journal
Publication Date: 2017-Feb
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0141-0423
Effects of Different Ways of Introducing a Reading Task on Intrinsic Motivation and Comprehension
Bråten, Ivar; Johansen, Roy-Petter; Strømsø, Helge I.
Journal of Research in Reading, v40 n1 p17-36 Feb 2017
This study compared the effects of two brief prereading instructional practices--hands-on activities and prior knowledge activation--on sixth-graders' intrinsic motivation for reading a text and reading comprehension. Both hands-on activities and prior knowledge activation substantially improved reading comprehension relative to a control condition where students just read to answer questions and take a test about the text content. These effects did not depend on preexisting individual differences in basic reading skill, reading motivation or topic knowledge. Hands-on activities and prior knowledge activation did not differentially affect reading comprehension, however, nor did either of them have any effect on intrinsic motivation to read the text. If used regularly in classrooms, brief prereading practices in the form of hands-on activities or prior knowledge activation may result in knowledge gains that accumulate to build a solid conceptual basis for further, self-regulated learning from text.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A