Motivation to read in grades K–2: a cross-cultural perspective

Pelusa Orellana, Lorraine Jacques, Riitta Liisa Korkeamäki, Eufimia Tafa, Linda B. Gambrell

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

We examined early elementary children’s reading motivation in four different countries. Results revealed that reading motivation is a stable construct in countries like Chile, Finland, Greece, and the United States. Motivation to read followed similar patterns across the countries, with increased scores at the end of the school year. This trend differs from what has been reported in the literature for older students. Significant gender differences were observed mainly for Finnish and Greek students. Understanding early reading motivation from a cross-cultural perspective can help identify commonalities in the initial development of reading motivation, and deepen our understanding about how it may differ in different cultural contexts.
Original languageAmerican English
Pages (from-to)423-440
Number of pages18
JournalInternational Journal of Early Years Education
Volume27
Issue number4
DOIs
StatePublished - 2 Oct 2019

Keywords

  • Reading motivation
  • cross cultural studies
  • early years
  • reading assessment
  • reading surveys

Fingerprint

Dive into the research topics of 'Motivation to read in grades K–2: a cross-cultural perspective'. Together they form a unique fingerprint.

Cite this