From spark to fire: Can situational reading interest lead to long‐term reading motivation?
By J. Guthrie, Laurel W. Hoa, Allan Wigfield, S. Tonks, Kathleen C. Perencevich. 2005
224 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/f1e2df7654f2ab0b1b53b9f47daf48102d597e38
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Patricia A. Alexander
- Richard E. Mayer
- A. Barber
- S. L. Klauda
- Roxana Moreno
- Fred Paas
- Guido Makransky
- Logan Fiorella
In Experimental and Cognitive Psychology
- Patricia A. Alexander
- Richard E. Mayer
- A. Barber
- S. L. Klauda
- Roxana Moreno
- Fred Paas
- Guido Makransky
- Jan L. Plass
Citations in the corpus
- How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications (2020, background): “When teachers implement such practices and policies in a consistent, integrated manner, students gradually develop the habits and dispositions that enable meaningful engagement in the long term with texts they need to or wish to read (Guthrie et al., 2006; Hidi & Harackiewicz, 2000).”
- Handbook of Research on Learning and Instruction (2011, methodology): “In particular, we examine decisions regarding (a) selection of academic tasks, (b) evaluation of achievement, and (c) grouping students for instruction.”