Programs focusing solely on motivation are equally effective in stimulating affirming motivations and reading comprehension as programs combining motivational support with skills instruction¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q4
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? Adding skills instruction did not significantly change effects on affirming motivations or reading comprehension. → van der Sande 2023

Evidence¶

van der Sande 2023¶

van der Sande, L., van Steensel, R., Fikrat-Wevers, S., & Arends, L. (2023). Effectiveness of Interventions that Foster Reading Motivation: a Meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09719-3

q4 · i? · quant-synthesis · r?

Categorical moderator analysis on immediate post-tests comparing motivation-only programs (d = 0.41 motivation; d = 0.28 comprehension) with programs adding skills instruction (d = 0.39; d = 0.29); Q(1) = 0.01 for both outcomes.

"We found no effect of the combination of motivation interventions with skills instruction: programs that focused solely on motivation were equally effective in stimulating affirming motivations and reading comprehension as programs that combined this with, for instance, reading strategy instruction."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• Effects on affirming motivations and reading comprehension are trivial at delayed post-tests and do not significantly differ from immediate-posttest effects — related
• Theory-based reading motivation interventions have a small significant positive effect on reading comprehension (d = 0.27) — a broader claim this one bears on
• Effects on reading comprehension are larger for primary schoolers than secondary schoolers and larger for typical readers than struggling readers, with no such differences for affirming motivations — related
• Interventions that trigger interest have larger effects on affirming motivations and reading comprehension than interventions that do not — related
• Interventions delivered by researchers have larger effects on reading comprehension than interventions delivered by others, mostly teachers — related