Analyzing and supporting reading and writing motivation: Outcomes of descriptive and intervention studies
Analyzing and supporting reading and writing motivation: Outcomes of descriptive and intervention studies
Motivation is an important component of students’ reading and writing development, because it ignites a positive cycle (Mol & Bus, 2011), leading to more frequent and better reading and writing. Effective support of students’ motivation can thus have profound impacts on their reading and writing proficiency. This symposium combines descriptive and intervention studies on reading and writing motivation. Lepper and colleagues examine whether gender differences in interest for reading are related to text characteristics such as topic, protagonist gender and complexity. Oostdam and colleagues analyze the validity and impact of positive (affirming) and negative (undermining) motivations for school writing. Van Steensel and colleagues present the outcomes of a meta-analysis of reading motivation interventions testing effects of specific theoretical mechanisms on reading motivation and comprehension. Finally, Van Ammel and colleagues discuss design principles and outcomes of a reading motivation intervention based on Self-Determination Theory. Segers will synthesize and discuss the presentations.