EFFECT OF RECIPROCAL TEACHING ON THE READING MOTIVATION EXPERIMENTAL EVIDENCE FROM A CLASSROOM INTERVENTION

http://dx.doi.org/10.31703/gssr.2021(VI-III).09      10.31703/gssr.2021(VI-III).09      Published : Sep 3
Authored by : Sadia Khan , Abid Hussain Ch.

09 Pages : 80-87

References

  • Aarnoutse, C., & Schellings, G. (2003). Learning reading strategies by triggering reading motivation. Educational Studies, 29(4), 387- 409.
  • Baker, L., & Wigfield, A. (1999). Dimensions of children's motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34(4), 452-477.
  • Barber, A. T., & Klauda, S. L. (2020). How reading motivation and engagement enable reading achievement: Policy implications. Policy Insights from the Behavioral and Brain Sciences, 7(1), 27-34.
  • Brophy, J. (2004). Motivating students to learn. Routledge.
  • Conradi, K., Jang, B. G., & McKenna, M. C. (2014). Motivation terminology in reading research: A conceptual review. Educational Psychology Review, 26(1), 127-164.
  • Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self- determination in personality. Journal of Research in Personality, 19(2), 109-134.
  • Deci, E. L., Ryan, R. M., & Kernis, M. H. (1995). Efficacy, agency, and self-esteem. Human Autonomy: the Basis for True Self-esteem, 31-39.
  • Fulmer, S. M., & Frijters, J. C. (2011). Motivation during an excessively challenging reading task: The buffering role of relative topic interest. The Journal of Experimental Education, 79(2), 185-208.
  • Gambrell, L. B. (2015). Getting students hooked on the reading habit. The Reading Teacher, 69(3), 259-263.
  • Grabe, W., & Stoller, F.L. (2002). Teaching and researching reading. Harlow: Pearson Education.
  • Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Hand-book of reading research (pp. 403- 422).
  • Guthrie, J. T., Klauda, S. L., & Ho, A. N. (2013). Modeling the relationships among reading instruction, motivation, engagement, and achievement for adolescents. Reading Research Quarterly, 48(1), 9-26.
  • Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151-179.
  • Husamah & Pantiwati, Y. (2014). Cooperative learning STAD: Motivation, thinking skills, and learning outcomes in Biology students. International Journal of Education Learning & Development (IJELD), 2(1), 77- 94.
  • Kanonire, T., Lubenko, J., & Kuzmina, Y. (2020). The Effects of Intrinsic and Extrinsic Reading Motivation on Reading Performance in Elementary School. Journal of Research in Childhood Education, 1-13.
  • Kavani, R., & Amjadiparvar, A. (2018). The effect of strategy-based instruction on motivation, self-regulated learning, and reading comprehension ability of Iranian EFL learning. Cogent Education, 5(1), 1556196.
  • Kazi, A. S., & Iqbal, H. M. (2011). Use of language learning strategies by students at higher secondary level in Pakistan. International Journal of Social Sciences and Education, 1(4), 557-574.
  • Kline, R. B. (2013). Assessing statistical aspects of test fairness with structural equation modelling. Educational Research and Evaluation, 19(2-3), 204-222.
  • Maleki, A., & Zangani, E. (2007). A survey on the relationship between English language proficiency and the academic achievement of Iranian EFL students. Asian EFL Journal, 9(1), 86-96.
  • McKenna, M. C., Kear, D. J., & Ellsworth, R. A. (1995). Children's attitudes toward reading: A national survey. Reading Research Quarterly, 30, 934-956.
  • Miyamoto, A., Pfost, M., & Artelt, C. (2019). The relationship between intrinsic motivation and reading comprehension: Mediating effects of reading amount and meta- cognitive knowledge of strategy use. Scientific Studies of Reading, 23(6), 445-460.
  • Palincsar, A. S., Brown, A. L., & Martin, S. M. (1987). Peer interaction in reading comprehension instruction. Educational Psychologist, 22(3-4), 231-253.
  • Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension- fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
  • Schaffner, E., & Schiefele, U. (2016). The contributions of intrinsic and extrinsic reading motivation to the development of reading competence over summer vacation. Reading Psychology, 37(6), 917- 941.
  • Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47(4), 427-463.
  • Schunemann, N., Sporer, N., Vollinger, V. A., & Brunstein, J. C. (2017). Peer feedback mediates the impact of self-regulation procedures on strategy use and reading comprehension in reciprocal teaching groups. Instructional Science, 45(4), 395- 415.
  • Soonthornmanee, R. (2002). The effect of the reciprocal teaching approach on the reading comprehension of EFL students. RELC Journal, 33(2), 125-141.
  • Spörer, N., & Schünemann, N. (2014). Improvements of self-regulation procedures for fifth graders' reading competence: Analyzing effects on reading comprehension, reading strategy performance, and motivation for reading. Learning and Instruction, 33, 147- 157.
  • Sporer, N., Bruinstein, J.C., & Kieschke, U. (2009). Improving students: reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19(3), 272-286.
  • Tarchi, C., & Pinto, G. (2016). Reciprocal teaching: Analyzing interactive dynamics in the co-construction of a text's meaning. The Journal of Educational Research, 109(5), 518-530.
  • Teevno, R. A., & Raisani, R. B. (2017). English Reading Strategies and their Impact on Students' Performance in Reading Comprehension. Journal of Education & Social Sciences, 5 (2), 152-166.
  • Wentzel, K. R. (2020). Motivating students to learn. Routledge.
  • Wigfield, A., Eccles, J. S., Fredricks, J. A., Simpkins, S., Roeser, R. W., & Schiefele, U. (2015). Development of achievement motivation and engagement. In M. E. Lamb & R. M. Lerner (Eds.), Handbook of child psychology and developmental science: Socioemotional processes (pp. 657-700).

References

  • Aarnoutse, C., & Schellings, G. (2003). Learning reading strategies by triggering reading motivation. Educational Studies, 29(4), 387- 409.
  • Baker, L., & Wigfield, A. (1999). Dimensions of children's motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34(4), 452-477.
  • Barber, A. T., & Klauda, S. L. (2020). How reading motivation and engagement enable reading achievement: Policy implications. Policy Insights from the Behavioral and Brain Sciences, 7(1), 27-34.
  • Brophy, J. (2004). Motivating students to learn. Routledge.
  • Conradi, K., Jang, B. G., & McKenna, M. C. (2014). Motivation terminology in reading research: A conceptual review. Educational Psychology Review, 26(1), 127-164.
  • Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self- determination in personality. Journal of Research in Personality, 19(2), 109-134.
  • Deci, E. L., Ryan, R. M., & Kernis, M. H. (1995). Efficacy, agency, and self-esteem. Human Autonomy: the Basis for True Self-esteem, 31-39.
  • Fulmer, S. M., & Frijters, J. C. (2011). Motivation during an excessively challenging reading task: The buffering role of relative topic interest. The Journal of Experimental Education, 79(2), 185-208.
  • Gambrell, L. B. (2015). Getting students hooked on the reading habit. The Reading Teacher, 69(3), 259-263.
  • Grabe, W., & Stoller, F.L. (2002). Teaching and researching reading. Harlow: Pearson Education.
  • Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Hand-book of reading research (pp. 403- 422).
  • Guthrie, J. T., Klauda, S. L., & Ho, A. N. (2013). Modeling the relationships among reading instruction, motivation, engagement, and achievement for adolescents. Reading Research Quarterly, 48(1), 9-26.
  • Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151-179.
  • Husamah & Pantiwati, Y. (2014). Cooperative learning STAD: Motivation, thinking skills, and learning outcomes in Biology students. International Journal of Education Learning & Development (IJELD), 2(1), 77- 94.
  • Kanonire, T., Lubenko, J., & Kuzmina, Y. (2020). The Effects of Intrinsic and Extrinsic Reading Motivation on Reading Performance in Elementary School. Journal of Research in Childhood Education, 1-13.
  • Kavani, R., & Amjadiparvar, A. (2018). The effect of strategy-based instruction on motivation, self-regulated learning, and reading comprehension ability of Iranian EFL learning. Cogent Education, 5(1), 1556196.
  • Kazi, A. S., & Iqbal, H. M. (2011). Use of language learning strategies by students at higher secondary level in Pakistan. International Journal of Social Sciences and Education, 1(4), 557-574.
  • Kline, R. B. (2013). Assessing statistical aspects of test fairness with structural equation modelling. Educational Research and Evaluation, 19(2-3), 204-222.
  • Maleki, A., & Zangani, E. (2007). A survey on the relationship between English language proficiency and the academic achievement of Iranian EFL students. Asian EFL Journal, 9(1), 86-96.
  • McKenna, M. C., Kear, D. J., & Ellsworth, R. A. (1995). Children's attitudes toward reading: A national survey. Reading Research Quarterly, 30, 934-956.
  • Miyamoto, A., Pfost, M., & Artelt, C. (2019). The relationship between intrinsic motivation and reading comprehension: Mediating effects of reading amount and meta- cognitive knowledge of strategy use. Scientific Studies of Reading, 23(6), 445-460.
  • Palincsar, A. S., Brown, A. L., & Martin, S. M. (1987). Peer interaction in reading comprehension instruction. Educational Psychologist, 22(3-4), 231-253.
  • Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension- fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
  • Schaffner, E., & Schiefele, U. (2016). The contributions of intrinsic and extrinsic reading motivation to the development of reading competence over summer vacation. Reading Psychology, 37(6), 917- 941.
  • Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47(4), 427-463.
  • Schunemann, N., Sporer, N., Vollinger, V. A., & Brunstein, J. C. (2017). Peer feedback mediates the impact of self-regulation procedures on strategy use and reading comprehension in reciprocal teaching groups. Instructional Science, 45(4), 395- 415.
  • Soonthornmanee, R. (2002). The effect of the reciprocal teaching approach on the reading comprehension of EFL students. RELC Journal, 33(2), 125-141.
  • Spörer, N., & Schünemann, N. (2014). Improvements of self-regulation procedures for fifth graders' reading competence: Analyzing effects on reading comprehension, reading strategy performance, and motivation for reading. Learning and Instruction, 33, 147- 157.
  • Sporer, N., Bruinstein, J.C., & Kieschke, U. (2009). Improving students: reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19(3), 272-286.
  • Tarchi, C., & Pinto, G. (2016). Reciprocal teaching: Analyzing interactive dynamics in the co-construction of a text's meaning. The Journal of Educational Research, 109(5), 518-530.
  • Teevno, R. A., & Raisani, R. B. (2017). English Reading Strategies and their Impact on Students' Performance in Reading Comprehension. Journal of Education & Social Sciences, 5 (2), 152-166.
  • Wentzel, K. R. (2020). Motivating students to learn. Routledge.
  • Wigfield, A., Eccles, J. S., Fredricks, J. A., Simpkins, S., Roeser, R. W., & Schiefele, U. (2015). Development of achievement motivation and engagement. In M. E. Lamb & R. M. Lerner (Eds.), Handbook of child psychology and developmental science: Socioemotional processes (pp. 657-700).

Cite this article

APA

    APA : Khan, S., & Ch., A. H. (2021). Effect of Reciprocal Teaching on the Reading Motivation: Experimental Evidence from a Classroom Intervention. Global Social Sciences Review, VI(III), 80-87. https://doi.org/10.31703/gssr.2021(VI-III).09

CHICAGO

    CHICAGO : Khan, Sadia, and Abid Hussain Ch.. 2021. "Effect of Reciprocal Teaching on the Reading Motivation: Experimental Evidence from a Classroom Intervention." Global Social Sciences Review, VI (III): 80-87 doi: 10.31703/gssr.2021(VI-III).09

HARVARD

    HARVARD : KHAN, S. & CH., A. H. 2021. Effect of Reciprocal Teaching on the Reading Motivation: Experimental Evidence from a Classroom Intervention. Global Social Sciences Review, VI, 80-87.

MHRA

    MHRA : Khan, Sadia, and Abid Hussain Ch.. 2021. "Effect of Reciprocal Teaching on the Reading Motivation: Experimental Evidence from a Classroom Intervention." Global Social Sciences Review, VI: 80-87

MLA

    MLA : Khan, Sadia, and Abid Hussain Ch.. "Effect of Reciprocal Teaching on the Reading Motivation: Experimental Evidence from a Classroom Intervention." Global Social Sciences Review, VI.III (2021): 80-87 Print.

OXFORD

    OXFORD : Khan, Sadia and Ch., Abid Hussain (2021), "Effect of Reciprocal Teaching on the Reading Motivation: Experimental Evidence from a Classroom Intervention", Global Social Sciences Review, VI (III), 80-87

TURABIAN

    TURABIAN : Khan, Sadia, and Abid Hussain Ch.. "Effect of Reciprocal Teaching on the Reading Motivation: Experimental Evidence from a Classroom Intervention." Global Social Sciences Review VI, no. III (2021): 80-87. https://doi.org/10.31703/gssr.2021(VI-III).09