The Impact of Motivational Reading Instruction on the Reading Achievement and Motivation of Students: a Systematic Revie
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The Impact of Motivational Reading Instruction on the Reading Achievement and Motivation of Students: a Systematic Review and Meta-Analysis Miriam McBreen 1
& Robert Savage
2
Accepted: 3 November 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract
This systematic review and meta-analysis explores the impact of motivational reading interventions on the reading achievement and reading motivation of school-age students. Results of preliminary searches for—and inspection of—the existing meta-analytic literature suggest that while there exist published meta-analyses on motivational reading interventions, these would benefit from inclusion of more recent research and narrower selection criteria (e.g., inclusion of a non-motivational control group, school-based). A systematic search of previous meta-analyses of motivational reading interventions identified 28 articles meeting inclusion criteria, while a systematic search of individual motivational reading intervention studies (2007–2020) identified a further 21 articles. A meta-analysis of the resulting 49 studies corrected by Hedge’s g showed that motivational reading interventions were associated with an effect size of g = 0.20, p < .001 on reading achievement outcomes and an effect size of g = 0.30, p < .001 on reading motivation outcomes. However, analysis of funnel plots strongly suggested that publication bias was present in reporting of reading achievement outcomes. Analysis of moderators indicated that effect sizes varied significantly depending on content approaches to intervention, intensity of training given to intervention providers, study quality, and type of measures used. However, effect sizes did not vary significantly depending on group size or student population (e.g., age, at-risk status). Implications for research and practice are discussed. Keywords Reading motivation . Motivational instruction . Reading achievement
* Miriam McBreen [email protected] Robert Savage [email protected]
1
Department of Educational and Counseling Psychology, McGill University, Montreal, QC H3A 1Y2, Canada
2
University College London, London, UK
Educational Psychology Review
It has been proposed that reading motivation is associated with reading development. Positive correlations have been found between reading motivation and achievement (Park 2011), and reading motivation has been found to contribute unique variance to growth in reading comprehension when initial comprehension is controlled for (Taboada Barber et al. 2009). Intervention research further suggests that targeting motivation during teaching may increase both reading performance and motivation (van Steensel et al. 2017). For students who struggle with reading, low motivation may exacerbate difficulties, feeding into a cycle of low achievement and motivation (Morgan et al. 2008). In line with this, it has been suggested that to foster reading development, effective instruction should address both the cognitive and motivational aspects of reading acqui
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