BEGINNING READERS' MOTIVATION FOR READING IN RELATION TO PARENTAL BELIEFS AND HOME READING EXPERIENCES

By L. Baker, Deborah Scher. 2002

355 citations recorded by the source corpus.

Subfields: Information Systems, Library and Information Sciences, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/ff562de89c139eb9b2e8ea0b2d2f9e674e0dc994

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Citations in the corpus

A Longitudinal Study of the Role of Reading Motivation in Primary Students’ Reading Comprehension: Implications for a Less Simple View of Reading (2016, background): “…(1993) found that even in first graders, differentiated perceived competence and subjective value factors emerged for reading (Eccles et al., 1993; Wigfield et al., 1997); and Baker and Scher (2002) found differentiated enjoyment, value, and perceived competence factors as early as kindergarten.”
THE ROLE OF PARENTS IN MOTIVATING STRUGGLING READERS (2003, background): “Parental endorsement of pleasure as a reason for reading was associated with higher scores on a scale assessing motivation for reading in first grade (Baker & Scher, 2002).”
The Role of Parents in Adolescents’ Reading Motivation and Activity (2009, background): “... et al. 1997; Baker 2003; Serpell et al. 2002) emphasized that parents who espouse and act upon the belief that reading should be a source of entertainment and pleasure have children with more positive orientations toward reading (and better reading skills) than those who consider reading a basic”
Motivation for Reading and Middle School Students' Performance on Standardized Testing in Reading (2008, methodology): “Studies using the MRQ have consistently found a relationship between elementary students’ reading motivation and academic achievement (Baker & Scher, 2002; Baker & Wigfield, 1999; Wigfield, 1994; Wigfield & Eccles, 1992; Wigfield & Guthrie, 1995, 1997).”
Is There a Bidirectional Relationship between Children's Reading Skills and Reading Motivation? (2007, background): “Second, few studies (e.g., Baker & Scher, 2002; Gottfried, 1990) have used statistical analysis to validate that children’s self-reports reflect their motivation to read rather than their willingness to engage in other academic subjects.”
Determinants of Impact: Towards a Better Understanding of Encounters with the Arts (2007, background): “…of the literature genre or the author’s other work is also an important determinant of expectations, while parental attitudes towards reading have been found to influence significantly children’s and adolescents’ reading motivation (Baker & Scher, 2002; van Schooten, de Glopper & Stoel, 2004).”
Family Reading Behavior and Early Literacy Skills in Preschool Children From Low-Income Backgrounds (2008, background): “In addition, other research involving first graders has shown that a child’s motivation for reading, which may play an important role in reading outcomes, is not predicted by income level (Baker & Scher, 2002).”
The Home Literacy Environment and Preschool Children's Reading Skills and Interest (2014, background): “What experts do know from existing research is that parents’ positive belief in reading as a fun activity contributes significantly to children’s motivation in reading (Baker & Scher, 2002; DeBaryshe, 1995).”
The role of reading self-concept and home literacy practices in fourth grade reading comprehension (2009, background): “In support of this indirect link, Baker and Scher (2002) found that children’s motivation for reading was associated with parents’ identification with pleasure as a reason for reading.”
Mothers’ literacy beliefs: Connections with the home literacy environment and pre-school children’s literacy development (2006, background): “Further, ‘parents who believe that reading is pleasurable convey a perspective that is appropriated by their children, either directly though their words or indirectly through the nature of the literacy experiences they provide’ (Baker and Scher, 2002: 262).”
Maternal Literacy Beliefs and the Quality of Mother-Child Book-reading Interactions: Assoications with Children's Early Literacy Development (2007, neutral): “One previously suggested source is parents’ reading beliefs (Baker & Scher, 2002; DeBaryshe, 1995; DeBaryshe, Binder, & Buell, 2000; Evans, Fox, Cremaso, & McKinnon, 2004; Machida, Taylor, & Kim, 2002).”
Relations Among Maternal Literacy Beliefs, Home Literacy Practices, and the Emergent Literacy Skills of Preschoolers With Specific Language Impairment (2008, background): “Further, the influence of positive parental beliefs about literacy may extend to children's own interest in reading and motivation to read ( Baker & Scher, 2002 ; DeBaryshe, 1995 ).”
Reading for Pleasure: A Research Overview. (2006, background): “…et al., 2000) • Children of parents who believed that reading is a source of pleasure had greater reading motivation scores in primary school (Baker & Scher, 2002) and • Children are more likely to continue to be readers in homes where books and reading are valued (Baker & Scher, 2002).”
Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades (2016, methodology): “Specifically, previous studies did not find significant positive relations between intrinsic reading motivation and reading comprehension in first- and second-grade students (Baker & Scher, 2002; Chapman & Tunmer, 1995; Hamilton et al., 2013; Law, 2008; Nurmi & Aunola, 2005).”