Literacy Interventions Promoting Adolescent Reading Engagement and Motivation: A Systematic Literature Review

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Cockroft, C. and Atkinson, C. 2017. Literacy Interventions Promoting Adolescent Reading Engagement and Motivation: A Systematic Literature Review. Educational Psychology Research and Practice. 3 (1), p. 29–49. https://doi.org/10.15123/uel.88709
AuthorsCockroft, C. and Atkinson, C.
Abstract

It is important to consider instructional and affective needs of adolescent readers as both correlate with proficiency. Given the dearth of research into how affective factors within interventions promote reading development, the authors undertook a systematic literature review of adolescent literacy interventions, which measured outcomes relating to motivation and/or engagement. Six studies met criteria, the majority of which were of high quality. Five aimed to improve both performance and motivation and four were within universal provision. Findings suggest that including motivational components within technical reading intervention promotes reading motivation, although it is not clear whether this is mediated by improved reading proficiency. Interventions were generally cognisant of Ho and Guthrie’s (2013) affirming motivations for reading, although the dimension of peer value–devalue was overlooked. Future research could consider the socio-cultural context for adolescent reading; and explore further the impact of adolescent reading interventions that target engagement and motivational factors.

JournalEducational Psychology Research and Practice
Journal citation3 (1), p. 29–49
ISSN2059-8963
Year2017
PublisherSchool of Psychology, University of East London
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Anyone
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.88709
Publication dates
Online2017
Publication process dates
Deposited15 Sep 2020
Copyright holder© 2017 The Authors
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