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MotivationReview

In 11 studies, reading lessons run by teachers raised children's motivation to read.

HelpedThe short version

Across three comparisons, students in the programme read more for fun than the other groups did.

A boy of about eight reads a big open book on a wooden bench, his lower legs swinging gently in front of it.
3
studies pooled
Self-rated
people rated themselves

The review

  1. Who took part

    The 11 studies included students in grades 3 and 5, at schools in one part of one US state. Each group had about 60 to 120 students.

  2. What they did

    Students had a teacher-run reading programme, Concept-Oriented Reading Instruction, for 12 or 36 weeks. Lessons ran 60 to 90 minutes a day. The other groups had ordinary reading lessons or lessons on reading strategies alone.

  3. What happened

    Students in the programme scored higher than the other groups on curiosity, confidence in reading, reading for fun and teacher-rated engagement. Reading tests also rose more. The review did not check how well each study was designed, or whether studies with weak results went unpublished.

What the review found

  1. HelpedGoals

    Across three comparisons, students in the programme read more for fun than the other groups did.

    Pooled analysis of 3 studies · vs students in ordinary or strategy reading lessons · they rated themselves · ⚠ whole programmes were tested, so no single part can be credited; mixes trials with other kinds of study

  2. HelpedMotivation

    Across five comparisons, students in the programme felt more sure of their reading than others.

    Pooled analysis of 5 studies · vs students in ordinary or strategy reading lessons · they rated themselves · ⚠ whole programmes were tested, so no single part can be credited; mixes trials with other kinds of study

  3. HelpedMotivation

    In five comparisons, the programme made students more curious than other groups.

    Pooled analysis of 5 studies · vs students in ordinary or strategy reading lessons · they rated themselves · ⚠ whole programmes were tested, so no single part can be credited; mixes trials with other kinds of study

  4. HelpedMotivation

    Across two comparisons, teachers rated students in the programme as more engaged.

    Pooled analysis of 2 studies · vs students in ordinary or strategy reading lessons · ⚠ whole programmes were tested, so no single part can be credited; mixes trials with other kinds of study

How solid is this?

  • People rated themselves
  • Unclear how groups were picked
  • Whole programmes were tested, so no single part can be credited
  • Mixes trials with other kinds of study
  • The review didn't check the studies' quality or look for missing studies

Source

Contributions of Concept-Oriented Reading Instruction to Knowledge About Interventions for Motivations in Reading (2007)

DOI: 10.1080/00461520701621087

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