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

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

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

3 Citas (Scopus)


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.
Idioma originalInglés estadounidense
Páginas (desde-hasta)423-440
Número de páginas18
PublicaciónInternational Journal of Early Years Education
EstadoPublicada - 2 oct. 2019


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