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A Study of Thoughtful Literacy and the Motivation to Read
Author(s) -
Applegate Anthony J.,
Applegate Mary DeKonty
Publication year - 2010
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1598/rt.64.4.1
Subject(s) - reading motivation , psychology , reading (process) , value (mathematics) , reading comprehension , literacy , narrative , literal (mathematical logic) , primary education , mathematics education , comprehension , pedagogy , developmental psychology , linguistics , philosophy , machine learning , computer science
This study examined the motivation to read of children in grades two through six. All children in the study were strong in their literal comprehension of narrative text. Some were equally strong in their ability to respond thoughtfully to the text (Blue Group); others struggled to respond to questions requiring them to think about the implications of text (Red Group). The Blue Group was significantly more motivated to read than the Red Group, particularly in the value that they ascribed to reading. Significant differences in favor of Red Group females in the value of reading were not present in the Blue Group. The authors called for teachers to investigate the potential benefits of teaching children to approach reading as thoughtful literacy and to determine if that approach could slow the typical loss of reading motivation in the elementary school years.