Overview
- Includes contributions from international leading researchers in the field
- Illustrates reading motivation studies from a multidimensional perspective addressing variables such as cognitive, emotional and educational issues
- Includes figures and tables that clearly illustrate boys' and girls' behaviour regarding reading motivation
Part of the book series: Literacy Studies (LITS, volume 15)
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Table of contents (12 chapters)
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Front Matter
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Theoretical Approaches: Current Issues on Boys’ and Girls’ Reading Achievement and Motivation
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Front Matter
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Field Studies
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Front Matter
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Methodological Approaches To Reading Motivation
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Front Matter
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Back Matter
Keywords
About this book
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.
Editors and Affiliations
Bibliographic Information
Book Title: Reading Achievement and Motivation in Boys and Girls
Book Subtitle: Field Studies and Methodological Approaches
Editors: Pelusa Orellana García, Paula Baldwin Lind
Series Title: Literacy Studies
DOI: https://doi.org/10.1007/978-3-319-75948-7
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer International Publishing AG, part of Springer Nature 2018
Hardcover ISBN: 978-3-319-75947-0Published: 11 May 2018
Softcover ISBN: 978-3-030-09361-7Published: 08 February 2019
eBook ISBN: 978-3-319-75948-7Published: 02 May 2018
Series ISSN: 2214-000X
Series E-ISSN: 2214-0018
Edition Number: 1
Number of Pages: XXIII, 241
Number of Illustrations: 13 b/w illustrations
Topics: Language Education, Psycholinguistics, Early Childhood Education, Literacy