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Reading Achievement and Motivation in Boys and Girls

Field Studies and Methodological Approaches

  • Pelusa Orellana García
  • Paula Baldwin Lind

Part of the Literacy Studies book series (LITS, volume 15)

Table of contents

  1. Front Matter
    Pages i-xxiii
  2. Theoretical Approaches: Current Issues on Boys’ and Girls’ Reading Achievement and Motivation

  3. Field Studies

    1. Front Matter
      Pages 97-97
    2. Linda B. Gambrell, Katherine Corbett, Koti Hubbard, Lorraine A. Jacques, Leslie Roberts
      Pages 99-113
  4. Methodological Approaches To Reading Motivation

    1. Front Matter
      Pages 183-183
    2. Misty Sailors, Alicia Villarreal, Teresa Sellers, Paul A. Schutz, Marcy Wilburn, Sylvia Minton
      Pages 201-218
    3. Liliana Borrero Botero
      Pages 219-236
  5. Back Matter
    Pages 237-241

About this book

Introduction

This volume links theoretical and instructional approaches on how reading is motivated and assessed, and examines the interrelationship between reading motivation and achievement among boys and girls in culturally and geographically different settings.

Much of the research on children’s reading has focused on cognitive processes; however, reading is an activity that also requires interest and motivation. These attitudes are generally defined as readers’ affect toward reading and their consequence is that children with more positive attitudes are more motivated to read. Taking into account the variability that exists within the notion of gender and age, this volume aims to examine and scrutinize previous research on the topic, as well as test theories on how the different dimensions of reading motivation vary with gender, in relation to cultural issues, motivational constructs, such as engagement and classroom climate, the role of emotions, interests and attitudes towards reading, among others.

The book will be of interest to researchers, educators, graduate students, and other professionals working in the area of literacy, reading motivation, reading achievement and gender differences.

Keywords

Reading achievement gender differences Reading motivation strategies Reading competence beliefs Methodological approaches Influence of Instruction on Reading Motivation in Finland Chinese Middle Schools’ Reading Motivation Reading Motivation and Achievement among Chilean Boys and Girls

Editors and affiliations

  • Pelusa Orellana García
    • 1
  • Paula Baldwin Lind
    • 2
  1. 1.School of EducationUniversidad de los AndesLas CondesChile
  2. 2.Institute of LiteratureUniversidad de los AndesLas CondesChile

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-75948-7
  • Copyright Information Springer International Publishing AG, part of Springer Nature 2018
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-75947-0
  • Online ISBN 978-3-319-75948-7
  • Series Print ISSN 2214-000X
  • Series Online ISSN 2214-0018
  • Buy this book on publisher's site