Reading Achievement and Motivation in Boys and Girls Field Studies a
This volume links theoretical and instructional approaches on how reading is motivated and assessed, and examines the interrelationship between reading motivation and achievement among boys and girls in culturally and geographically different settings. Mu
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Pelusa Orellana García Paula Baldwin Lind Editors
Reading Achievement and Motivation in Boys and Girls Field Studies and Methodological Approaches
Literacy Studies Volume 15 Series Editor R. Malatesha Joshi, Texas A&M University, College Station, USA Editorial Board Rui Alves, University of Porto, Portugal Linnea Ehri, CUNY Graduate School, New York, USA Usha Goswami, University of Cambridge, UK Catherine McBride Chang, Chinese University of Hong Kong, China Jane Oakhill, University of Sussex, Brighton, UK Rebecca Treiman, Washington University in St. Louis, USA
While language defines humanity, literacy defines civilization. Understandably, illiteracy or difficulties in acquiring literacy skills have become a major concern of our technological society. A conservative estimate of the prevalence of literacy problems would put the figure at more than a billion people in the world. Because of the seriousness of the problem, research in literacy acquisition and its breakdown is pursued with enormous vigor and persistence by experts from diverse backgrounds such as cognitive psychology, neuroscience, linguistics and education. This, of course, has resulted in a plethora of data, and consequently it has become difficult to integrate this abundance of information into a coherent body because of the artificial barriers that exist among different professional specialties. The purpose of this series is to bring together the available research studies into a coherent body of knowledge. Publications in this series are of interest to educators, clinicians and research scientists in the above-mentioned specialties. Some of the titles suitable for the Series are: fMRI, brain imaging techniques and reading skills, orthography and literacy; and research based techniques for improving decoding, vocabulary, spelling, and comprehension skills. More information about this series at http://www.springer.com/series/7206
Pelusa Orellana García • Paula Baldwin Lind Editors
Reading Achievement and Motivation in Boys and Girls Field Studies and Methodological Approaches
Editors Pelusa Orellana García School of Education Universidad de los Andes Las Condes, Chile
Paula Baldwin Lind Institute of Literature Universidad de los Andes Las Condes, Chile
ISSN 2214-000X ISSN 2214-0018 (electronic) Literacy Studies ISBN 978-3-319-75947-0 ISBN 978-3-319-75948-7 (eBook) https://doi.org/10.1007/978-3-319-75948-7 Library of Congress Control Number: 2018936743 © Springer International Publishing AG, part of Springer Nature 2018 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names,
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