Assessing (and Addressing!) Motivation to Read Fiction and Nonfiction

Jacquelynn A. Malloy; Allison Ward Parsons; Barbara A. Marinak; Anthony J. Applegate; Mary D Applegate; D. Ray Reutzel; Seth A. Parsons; Parker C. Fawson; Leslie D. Roberts; Linda B. Gambrell

doi:10.1002/trtr.1633

Assessing (and Addressing!) Motivation to Read Fiction and Nonfiction

Jacquelynn A. Malloy, Allison Ward Parsons, Barbara A. Marinak, Anthony J. Applegate, Mary D Applegate, D. Ray Reutzel, Seth A. Parsons, Parker C. Fawson, Leslie D. Roberts, Linda B. Gambrell

Curriculum, Foundations & Reading

Research output: Contribution to journal › Article › peer-review

11 Scopus citations

Abstract

Literacy educators, spurred by curricular standards requiring increased attention to reading nonfiction, are compelled to consider text-specific reading instruction. As research supports the connection between motivation and reading achievement, these mandates beg the question, Are children equally motivated to read fiction and nonfiction? This article presents fiction and nonfiction versions of the Motivation to Read Profile–Revised that can be used to assess student motivation for these two text types. Recommendations for using student responses to address classwide and individual reading motivation for fiction and nonfiction are also presented.

Original language	English
Pages (from-to)	309-325
Number of pages	17
Journal	Reading Teacher
Volume	71
Issue number	3
DOIs	https://doi.org/10.1002/trtr.1633
State	Published - Nov 1 2017

Scopus Subject Areas

Language and Linguistics
Pharmacology
Linguistics and Language
Pharmacology (medical)

Keywords

2-Childhood
3-Early adolescence
Assessment
Fiction
Instructional strategies; methods and materials
Interest < Motivation/engagement
Motivation/engagement
Nonfiction
Self-efficacy < Motivation/engagement
Text types
text features < Content literacy

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Cite this

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abstract = "Literacy educators, spurred by curricular standards requiring increased attention to reading nonfiction, are compelled to consider text-specific reading instruction. As research supports the connection between motivation and reading achievement, these mandates beg the question, Are children equally motivated to read fiction and nonfiction? This article presents fiction and nonfiction versions of the Motivation to Read Profile–Revised that can be used to assess student motivation for these two text types. Recommendations for using student responses to address classwide and individual reading motivation for fiction and nonfiction are also presented.",

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doi = "10.1002/trtr.1633",

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Assessing (and Addressing!) Motivation to Read Fiction and Nonfiction

Abstract

Scopus Subject Areas

Keywords

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