Relations of children's motivation for reading to the amount and breadth or their reading.

Abstract

The authors explored different aspects of children's reading motivation and how children's motivation related to the amount and breadth of their reading. The reading motives assessed included self-efficacy, intrinsic-extrinsic motivation and goals, and social aspects. Fourth- and 5th-grade children (N = 105) completed a new reading motivation questionnaire twice during a school year. Children's reading amount and breadth were measured using diaries and questionnaires. Children's reading motivation was found to be multidimensional. Their motivation predicted children's reading amount and breadth even when previous amount and breadth were controlled. An intrinsic motivation composite predicted amount and breadth of reading more strongly than did an extrinsic motivation composite. Some aspects of girls' reading motivation were more positive than boys'. Students' reading amount and breadth contribute substantially to several valued aspects of their achievement and performance, such as reading achievement, world knowledge, and participation in society. Anderson, Wilson, and Fielding (1988) found that the amount of independent out-of-school reading accounted for 16% of the variance in the reading comprehension of fifth graders, after general activity levels were controlled. Similarly, Stanovich and Cunningham (1992) found that amount and breadth of reading predicted reading achievement, as indicated by standardized vocabulary tests, even after previous general intelligence was controlled. Both Anderson et al. and Cipielewski and Stanovich (1992) found that the amount of reading predicted growth of reading achievement during elementary school on different measures of reading comprehension (Cipielewski & Stanovich, 1992). Children's reading amount and breadth contribute to their knowledge of the world, including knowledge of information such as the size of the National Aeronautics and Space Administration budget, who were allies in World War II, and the distinctions among various religious beliefs (Stanovich & Cunningham, 1993). Individuals who read frequently also