This week, Jaya wanted to share with you a meta-analysis published by the Review of Educational Research in May 2020 by Toste et al. from the University of Texas.
Objectives of study: This review looked to synthesise recent work on the relationship between reading achievement and motivation looking at students from aged 5-18 years.
Headline findings: Reading achievement and motivation are correlated to a medium extent throughout the ages of 5-18. The ‘type of reading’, being vulnerable, or being a particular age does not seem to have a moderating effect on the overall correlation.
Summary of study:
A student’s self-perception of reading ability has a strong correlation to actual reading ability.
Looking at reading and motivation over time, the results of this study indicated positive, significant associations in both directions, with early reading as a stronger predictor of later motivation than early motivation predicted reading achievement.
How does this impact me and my practice?:
Some reflections questions arising from this that might be helpful to consider are:
How can I foster students’ active engagement in reading in my lessons?
What are the best practices to improve students’ self-confidence and self-perception of their reading?
How can we continually motivate students to want to read for pleasure? How can we best explain the benefits to them so that their motivation remains high?
If anyone would like to discuss this further - comment below and start the discussion!
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