ERIC Number: EJ1090839
Record Type: Journal
Publication Date: 2014
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2295-3159
EISSN: N/A
Strategies for Promoting Autonomous Reading Motivation: A Multiple Case Study Research in Primary Education
De Naeghel, Jessie; Van Keer, Hilde; Vanderlinde, Ruben
Frontline Learning Research, v2 n1 p83-101 2014
It is important to reveal strategies which foster students' reading motivation in order to break through the declining trend in reading motivation throughout children's educational careers. Consequently, the present study advances an underexposed field in reading motivation research by studying and identifying the strategies of teachers excellent in promoting fifth-grade students' volitional or autonomous reading motivation through multiple case study analysis. Data on these excellent teachers were gathered from multiple sources (interviews with teachers, SEN coordinators, and school leaders; classroom observations; teacher and student questionnaires) and analysed. The results point to the teaching dimensions of autonomy support, structure, and involvement--as indicated by self-determination theory--as well as to reading aloud as critical strategies to promote students' autonomous reading motivation in the classroom. A school culture supporting students' and teachers' interest in reading is also an essential part of reading promotion. The theoretical and practical significance of the study is discussed.
Descriptors: Student Motivation, Reading Motivation, Case Studies, Elementary School Teachers, Elementary School Students, Observation, Questionnaires, Interviews, Administrators, Personal Autonomy, Self Determination, Oral Reading, School Culture, Student Interests, Competence, Learner Engagement, Psychological Patterns, Grade 5, Qualitative Research, Statistical Analysis, Foreign Countries, Teaching Methods, Learning Strategies, Classroom Techniques
European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium
Grant or Contract Numbers: N/A