Abstract / Description of output
This study examined the extent to which a range of child characteristics (sex, age, socioeconomic status, reading skill and intrinsic and extrinsic reading motivation) predicted engagement (i.e., time spent) in different reading activities (fiction books, factual books, school textbooks, comics, magazines and digital texts). In total, 791 children (aged 8–11 years) participated. There was considerable variation in the factors predicting engagement in different reading activities. Although intrinsic reading motivation was a good predictor of recreational book reading, age was a stronger predictor of engagement with digital texts. Furthermore, specific dimensions of motivation predicted engagement in different reading activities; being motivated to read challenging texts predicted recreational book reading, whereas being motivated to achieve good grades predicted schoolbook reading. On the other hand, social reasons predicted engagement with magazines and comics. Implications for education and the relationship between child characteristics and choice of reading activities are discussed.
Original language | English |
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Pages (from-to) | 109–125 |
Number of pages | 17 |
Journal | Journal of Research in Reading |
Volume | 39 |
Issue number | 1 |
Early online date | 7 Oct 2015 |
DOIs | |
Publication status | Published - Feb 2016 |
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Sarah McGeown
- Moray House School of Education and Sport - Personal Chair of Literacy (Psychology & Education)
- Institute for Education, Community & Society
Person: Academic: Research Active