Page 89 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 89
ls. In the survey, the term reading engagement, which is based on the con- 89
cept of Self-Determination (Ryan and Deci, 2000), is often used instead of read-
ing motivation. Guthrie et al. (in Puklek Levpušček et al., 2012b) define engaged
readers as those who are motivated, who read because they are attracted to
reading, who value reading, who have beliefs, goals and values which make
them participate in different social interactions around reading, and who are
successful in achieving their educational, professional, personal and social
goals.
Such readers possess well-formed interests and various topics or types of
reading material (interest); they value being in control of their reading, and
self-initiate reading activities (autonomy); they rely on a social network to ex-
tend their competencies and share their knowledge and experience (social
disposition); and they read frequently and widely (behaviour) (ibid). Results of
past PISA (2000) test cycles also confirm engaged readers possess well-formed
interests and favourite topics or types of reading material (interest); they val-
ue being in control of their reading, and self-initiate reading activities (auton-
omy); they rely on a social network to extend their competencies and share
their knowledge and experience with others (social disposition); they read fre-
quently and widely (behaviour) (Šterman Ivančič, 2013).
Numerous studies (Brown et al., 1983; Flavell and Wellman, 1977; Schneider,
1989, 1999; Schneider and Pressley, 1997, in Šterman Ivančič, 2013) also suggest
that there is a strong correlation between reading engagement and reading
performance. However, the concept of reading literacy not only encompass-
es reading engagement, but also attitude to reading and behaviour. Contem-
porary studies suggest these elements are of key importance for a good read-
ing performance (Guthrie and Wigfield, 2000; McKenna et al., 1995, in Šterman
Ivančič, 2013) and that in both adults and youths there is a correlation between
reading habits and reading performance (Campbell et al., 1997; Guthrie and
Wigfield, 2000; OECD and STATCAN, 2000, in Šterman Ivančič, 2013).
Results from PISA 2000 show that, in every participating country, students’
levels of reading engagement were positively and significantly correlated with
their reading proficiencies. In fact, engagement in reading had the largest me-
dian correlation with achievement, exceeding even the median correlation be-
tween reading literacy and socio-economic status (OECD, 2002).
At the lowest levels of reading engagement, as defined in PISA 2009, stu-
dents spend little time reading for enjoyment or interest, read a narrow range
of texts, and have little motivation to read either independently or in a so-
cial context. On the other hand, highly engaged readers spend substantial
amounts of time reading for enjoyment. They read a wide variety of texts in
both print and digital media, consider reading to be valuable and interesting
tute a certain index more positively in comparison with their peers in OECD countries and vice ver-
sa. Statistically significant index values are listed in the paper hereafter.
reading literacy and motivation in the context of social changes
cept of Self-Determination (Ryan and Deci, 2000), is often used instead of read-
ing motivation. Guthrie et al. (in Puklek Levpušček et al., 2012b) define engaged
readers as those who are motivated, who read because they are attracted to
reading, who value reading, who have beliefs, goals and values which make
them participate in different social interactions around reading, and who are
successful in achieving their educational, professional, personal and social
goals.
Such readers possess well-formed interests and various topics or types of
reading material (interest); they value being in control of their reading, and
self-initiate reading activities (autonomy); they rely on a social network to ex-
tend their competencies and share their knowledge and experience (social
disposition); and they read frequently and widely (behaviour) (ibid). Results of
past PISA (2000) test cycles also confirm engaged readers possess well-formed
interests and favourite topics or types of reading material (interest); they val-
ue being in control of their reading, and self-initiate reading activities (auton-
omy); they rely on a social network to extend their competencies and share
their knowledge and experience with others (social disposition); they read fre-
quently and widely (behaviour) (Šterman Ivančič, 2013).
Numerous studies (Brown et al., 1983; Flavell and Wellman, 1977; Schneider,
1989, 1999; Schneider and Pressley, 1997, in Šterman Ivančič, 2013) also suggest
that there is a strong correlation between reading engagement and reading
performance. However, the concept of reading literacy not only encompass-
es reading engagement, but also attitude to reading and behaviour. Contem-
porary studies suggest these elements are of key importance for a good read-
ing performance (Guthrie and Wigfield, 2000; McKenna et al., 1995, in Šterman
Ivančič, 2013) and that in both adults and youths there is a correlation between
reading habits and reading performance (Campbell et al., 1997; Guthrie and
Wigfield, 2000; OECD and STATCAN, 2000, in Šterman Ivančič, 2013).
Results from PISA 2000 show that, in every participating country, students’
levels of reading engagement were positively and significantly correlated with
their reading proficiencies. In fact, engagement in reading had the largest me-
dian correlation with achievement, exceeding even the median correlation be-
tween reading literacy and socio-economic status (OECD, 2002).
At the lowest levels of reading engagement, as defined in PISA 2009, stu-
dents spend little time reading for enjoyment or interest, read a narrow range
of texts, and have little motivation to read either independently or in a so-
cial context. On the other hand, highly engaged readers spend substantial
amounts of time reading for enjoyment. They read a wide variety of texts in
both print and digital media, consider reading to be valuable and interesting
tute a certain index more positively in comparison with their peers in OECD countries and vice ver-
sa. Statistically significant index values are listed in the paper hereafter.
reading literacy and motivation in the context of social changes
