The Role of Motivation Theory in Literacy Instruction

Authored by: Ana Taboada Barber , Karen C. Levush , Susan Lutz Klauda

Theoretical Models and Processes of Literacy

Print publication date:  October  2018
Online publication date:  October  2018

Print ISBN: 9781138087262
eBook ISBN: 9781315110592
Adobe ISBN:

10.4324/9781315110592-14

 Download Chapter

 

Abstract

One effective way to encourage children to read is to arrange it so that they are frequently reading what they want to read (e.g., Krashen, Lee, & Lao, 2018). However, often, the students who need the most support in reading are the ones who do not know what or how to choose what to read. Teachers also perceive the paradox of choice because curricular boundaries and the culture of testing exert limitations on the frequency and breadth with which children can choose what to read. Yet, when parents, educators or literacy researchers think of motivated readers two ideas often come to mind: reading for fun and choosing to read. Although it is true that both are dimensions of motivation, reading motivation is a multifaceted construct.

 Cite
Search for more...
Back to top

Use of cookies on this website

We are using cookies to provide statistics that help us give you the best experience of our site. You can find out more in our Privacy Policy. By continuing to use the site you are agreeing to our use of cookies.