Motivating Students to Read: Evidence for Classroom Practices that Increase Reading Motivation and Achievement.

By J. Guthrie, Nicole M. Humenick. 2004

271 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b61459ef0a9aeb86e34ec118f781136f1782ae9d

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Citations in the corpus

Influences of Stimulating Tasks on Reading Motivation and Comprehension (2006, methodology): “Such choices facilitate investment in gaining knowledge and in comprehending text (Guthrie & Humenick, 2004).”
Reading motivation and reading comprehension growth in the later elementary years (2007, background): “…are correlated (Baker & Wigfield, 1999; Wang & Guthrie, 2004), and laboratory studies suggest that motivational conditions can increase reading comprehension (Guthrie & Humenick, 2004), it is unknown whether reading motivation predicts reading comprehension growth in classroom contexts.”
Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension (2021, background): “Pressley (2002) and Guthrie and Humenick (2004) found that student reading performance improved significantly when instruction employed the widest range possible of reading strategies aimed at cognitive and metacognitive understanding.”
Contributions of Concept-Oriented Reading Instruction to Knowledge About Interventions for Motivations in Reading (2007, background): “Guthrie and Humenick (2004) reviewed the laboratory studies in a meta-analysis of 22 investigations with 131 comparisons that were experimental or quasi-experimental.”
Evidence–Based Strategies for Reading Instruction of Older Students with Learning Disabilities (2008, background): “Guthrie and Humenick (2004) iden-tiﬁed four features that are critical to increasing and maintaining students’ motivation to read: (1) providing interesting content goals for reading, (2) supporting student autonomy, (3) providing interesting texts, and (4) increasing social interactions among…”
A Longitudinal Study of the Role of Reading Motivation in Primary Students’ Reading Comprehension: Implications for a Less Simple View of Reading (2016, background): “The relation of interest and subjective value to comprehension has been well established in work with upper elementary students (see Guthrie & Humenick, 2004 for a review and meta-analysis), and instruction that promotes students’ positive subjective value for reading significantly improves upper…”
Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes (2008, unknown): “Guthrie and Humenick (2004) conducted a meta-analysis of the effects of these variables on reading motivation, identifying 22 studies that enabled 131 experimental comparisons to be made.”