Quirk Matthew P, Schwanenflugel Paula J
University of Georgia.
Read Res Instr. 2004 Apr 1;43(3):1-19. doi: 10.1080/19388070509558408.
Five popular, but distinctly different, remedial reading programs were reviewed regarding the potential to motivate children to read. It is argued that current remedial reading program designs and research on program effectiveness ignore the impact that motivation has on struggling readers. In addition, we develop a theory of reading motivation specific to struggling readers that highlights motivational constructs we feel are important to the improvement of reading skill for this population of students. The three aspects of reading motivation most relevant to the instruction of remedial readers include: (a) improving reading self-efficacy; (b) making internal and controllable outcome attributions for successes and failures associated with reading; and (c) establishing personally relevant value in becoming a better reader. We conclude that, while most programs address some motivational issues and other issues not at all, most programs could make minor modifications that would greatly enhance their motivational impact.
针对五种流行但截然不同的阅读补救计划激发儿童阅读兴趣的潜力进行了评估。有人认为，当前的阅读补救计划设计和计划有效性研究忽视了动机对阅读困难学生的影响。此外，我们针对阅读困难学生开发了一种阅读动机理论，该理论突出了我们认为对提高这类学生阅读技能很重要的动机结构。与阅读补救教学最相关的阅读动机的三个方面包括：(a) 提高阅读自我效能感；(b) 对与阅读相关的成功和失败做出内在且可控的结果归因；(c) 在成为更好的阅读者方面树立个人相关价值观。我们得出结论，虽然大多数计划解决了一些动机问题，而对其他问题则完全未涉及，但大多数计划可以进行一些小的修改，这将大大增强其动机影响。
