REVIEW RELATED LITERATURE (TABULAR)

Cases for Research on____________________________________________________________________________

Locale/
Researcher Source Title Major Objective Variables Findings
Respondents
Deibler, M. http://digitalcommo Understanding High To describe the Motivation to Southwestern Students want to read materials that
(2018) ns. School Students' motivation and Read; North they choose out of personal interest;
liberty.edu/doctoral Motivation and amotivation to read Amotivation to Carolina realizing their own interest is often the
/1734 Amotivation to Read of 9th-12th grade read; Autonomy; first barrier.
in and Outside of adolescents in a Curriculum and
School: A large semi-urban Instruction;
Phenomenology high school Personality
Change;
Reading
Engagement;
Reading Self-
Concept
Dijk, M. A. v. http://dspace. The influence of To take a close look Reading Netherlands It is concluded that interest,
(2015) library.uu.nl:8080 reading motivation on at the reading behavior; involvement, and the literate
/ reading behaviour. A behaviour and reading environment are the factors that
handle/1874/32000 qualitative study on reading motivation motivation; influence the reading behaviour of high
7  the reading behaviour of high school reading school children.
of high school children in the competence;
students. Netherlands. reading attitude
Head-Dylla, https://etda.librarie EXPLORING THE To explore what first Reading Southwestern The study found that for students in
C. (2010) s. READING through fifth-grade achievement United States this setting, reading motivation was
psu.edu/catalog/11 MOTIVATION OF students – identified and motivation; multi-dimensional and could thus be
377  STUDENTS FROM A as having high or cultural and influenced by parents, teachers and
PUBLIC SCHOOL low reading linguistic other educational leaders, and
SERVING ONLY motivation on the diversity community members.
AMERICAN INDIAN Motivations for
STUDENTS Reading
Scale (MRS: 1st &
2nd) or the
Motivations for
Reading
Questionnaire (MRQ:
3rd-5th) – would say
about reading and
their motivations for
reading or not
reading.
White, K. J. https://scholarsarc Describing the To describe the Four major results were found in the
(2011) hive.byu.edu/cgi/vi Reading Motivation of differences and areas of attitudes, motivations, and
ewcontent.cgi? Four Second-Grade similarities among values. First, the results for attitudes
article=3957&conte Students with Varying four second-grade showed high-ability students were
xt=etd Abilities students with confident readers who were motivated
different abilities to take a leadership role in
and different collaborating about reading. Students
motivations in the with low abilities had poorer reading
development of their self-efficacy, blamed others for not
reading attitudes being able to read, thought they were
and motivations. unlucky in reading, and lacked the
confidence needed to collaborate with
others about their reading. Second,
results for assessing motivation were
unpredictable and varied from student
to student. High- and- low- ability
students were motivated by both
extrinsic and intrinsic motivation. A
third result showed participants in the
study whose families were more
involved in supporting reading at
home, regardless of the participants'
reading abilities, had high self-esteem,
had future goals for learning, and were
more motivated to read than the
student from the home without
achievement related values. Fourth,
reading motivation scales may not be
accurate with early elementary
students.
Middleton, http://rave.ohiolink. Reading Motivation To examine the Education; United States Results from the study suggest that
M. E. (2011) edu/etdc/view? and Reading relationship between Genetics; children’s reading skills and
acc_num=osu1313 Comprehension reading motivation Reading performance are associated with their
166336  and reading Motivation; engagement and desire to read, in
comprehension in a Reading part, above and beyond genetic factors
sample of 421 twin Comprehension related to motivation and
pairs (MZ = 168, DZ comprehension.
= 253) recruited
from The Western
Reserve Reading
Project.
Su, J. (2012) http://hdl.handle.n 11th Grade Students' To investigate English reading Taiwan This study highlights the influential role
et/1969.1/ETD- English Reading Taiwanese EFL motivation; of extrinsic motivation to EFL students
TAMU-2012-05- Motivation, Language students’ English English in English reading and the importance
11187 Problems and reading motivation language of knowledge of vocabulary and
Reading Achievement and its relationship problems; idiomatic expressions in order to help
in Taiwan with perceived reading understand the meaning of English
language problems achievement texts. It provides implications for
and reading English teachers in designing
achievement. appropriate curriculum that suits
students’ needs and interests, and also
suggestions for choosing proper
reading materials.
Spalding, L. http://stars.library. The Impact Of Access To study the Reading Central Findings revealed that increased
(2012) ucf.edu/etd/2428 To Books On The association that motivation; Florida access to books in these elementary
Reading Motivation reading motivation reading schools did not have a statistically
And Achievement Of and reading achievement; significant impact on reading
Urban Elementary achievement have urban education motivation or reading achievement
Students with increased scores. In addition, teachers’
access to books demographic data, such as age,
provided by the non- number of years teaching or highest
profit program Book degree held, did not impact their
Trust, could have on student reading achievement.
urban elementary
students, specifically
second graders
being educated in a
large school district
in Central Florida.
Cheng, M. P. http://hdl.handle.n Exploring the effects To examine the Reading fluency; Columbia Results from this study provide support
(2017) et/2429/61216 of student choice of effectiveness of a reading for reading interventions that include
topic on reading reading fluency motivation; choice of topic, even though students
fluency interventions intervention that intrinsic may choose passages or topics that
incorporates student motivation; are above their current reading levels.
choice of topic autonomy
through a multiple
baseline across
students design.

Prepared:

EDITA CALARA-AQUINO
MAED-English 1A