Engagement and Motivation in Reading

By J. Guthrie, Allan Wigfield. 2000

1,694 citations recorded by the source corpus.

Subfields: Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/44ebca5c3d16e3ebbd0216b61478e339a1de6cf5

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Citations in the corpus

Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension (2021, methodology): “A variety of authentic texts were used in the method which highlighted topical or cultural issues interesting to this particular target group in order to increase student motivation to read (Guthrie & Wigfield, 2000).”
Scaffolding for Engagement in Elementary School Reading Instruction (2006, methodology): “…study, scaffolding for student engagement 3 tudent engagement in learning at school is an important and well-documented predictor of academic achievement in general, as well as in specific subject areas including reading (see Fredricks, Blumenfeld, & Paris, 2004; Guthrie & Wigfield, 2000).”
Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation (2019, background): “Reading motivation has been defined as “the individual’s personal goals, values, and beliefs with regard to the topics, processes, and outcomes of reading” (Guthrie & Wigfield, 2000, p. 405).”
The Relation between Elementary Students' Recreational and Academic Reading Motivation, Reading Frequency, Engagement, and Comprehension: A Self-Determination Theory Perspective. (2012, background): “Although research on children’s reading motivation has grown steadily over the past decade (e.g., Guthrie & Wigfield, 2000), a further examination of the dimensions of reading motivation has been recommended (Baker & Wigfield, 1999; Watkins & Coffey, 2004; Wigfield, Wilde, Baker, Fernandez-Fein, &…”
How Grade 1 Teachers Motivate Literate Activity by Their Students (2002, background): “…more motivating literacy instruction will result in greater engagement which will result in greater achievement, consistent with the engagement perspective developed by the larger literacy research community in the past decade (Baker, Afflerbach, & Reinking, 1996; Guthrie & Wigfield, 1997, 2000).”
Self-regulated learning: a literature review. [Wider Benefits of Learning Research Report No. 33] (2009, background): “Others have found that cognitive engagement is enhanced when class members actively discuss ideas, debate points of view and critique each other’s work (Guthrie and Wigfield, 2000).”
Reading achievement and reading self-concept – Testing the reciprocal effects model (2014, result): “This is in line with the definition from Guthrie and Wigfield (2000) who understand reading motivation as “the individual’s personal goals, values, and beliefs with regard to the topics, processes, and outcomes of reading” (p. 405).”
Influences of Stimulating Tasks on Reading Motivation and Comprehension (2006, background): “The engagement perspective on reading comprehension by Guthrie and Wigfield (2000) provided the broad theoretical framework for this study.”
Children's Motivation for Reading: Domain Specificity and Instructional Influences (2004, background): “Broader reviews of reading motivation can be found in Guthrie and Wigfield (2000) and Wigfield and Tonks (2004) and of motivation in general in Pintrich and Schunk (2002) and Eccles, Wigfield, and Schiefele (1998).”
The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats (2011, methodology): “A reader who is active and engaged in the reading material will understand more from it than a passive reader (Guthrie & Wigfield, 2000; Pressley, 2002).”
Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes (2008, methodology): “The theoretical framework guiding this study defines engaged reading as the joint functioning of motivational processes and cognitive strategies during reading comprehension activities (Guthrie & Wigfield, 2000).”