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

<div class="line" id="line-31"> Literacy educators, spurred by curricular standards requiring increased attention to reading nonfiction, are compelled to consider text&hyphen;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.</div><div class="line" id="line-33"> <br/></div><div class="line" id="line-35"> <br/></div>

Original language	American English
Journal	The Reading Teacher
Volume	71
DOIs	https://doi.org/10.1002/trtr.1633
State	Published - Sep 25 2017

Disciplines

Education
Curriculum and Instruction
Language and Literacy Education

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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title = "Assessing (and Addressing!) Motivation to Read Fiction and Nonfiction",

abstract = " Literacy educators, spurred by curricular standards requiring increased attention to reading nonfiction, are compelled to consider text&hyphen;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. ",

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",

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

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month = sep,

day = "25",

doi = "10.1002/trtr.1633",

language = "American English",

volume = "71",

journal = "The Reading Teacher",

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AU - Malloy, Jacquelynn A.

AU - Ward Parsons, Allison

AU - Marinak, Barbara A.

AU - Applegate, Anthony J.

AU - Applegate, Mary D

AU - Reutzel, D. Ray

AU - Parsons, Seth A.

AU - Fawson, Parker C.

AU - Roberts, Leslie D.

AU - Gambrell, Linda B.

PY - 2017/9/25

Y1 - 2017/9/25

N2 - Literacy educators, spurred by curricular standards requiring increased attention to reading nonfiction, are compelled to consider text&hyphen;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.

AB - Literacy educators, spurred by curricular standards requiring increased attention to reading nonfiction, are compelled to consider text&hyphen;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.

KW - 2‐Childhood

KW - 3‐Early adolescence

KW - Assessment

KW - Fiction

KW - Instructional strategies; methods and materials

KW - Interest < Motivation/engagement

KW - Motivation/engagement

KW - Nonfiction

KW - Self‐efficacy < Motivation/engagement

KW - Text types

KW - text features < Content literacy

UR - https://doi.org/10.1002/trtr.1633

U2 - 10.1002/trtr.1633

DO - 10.1002/trtr.1633

M3 - Article

VL - 71

JO - The Reading Teacher

JF - The Reading Teacher

ER -

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

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