ref list 5
DESCRIPTION
A list of references for educational purposes and examples.TRANSCRIPT
References
De Naeghel, J., Valcke, M., De Meyer, I., Warlop, N., van Braak, J., & Van Keer, H. (2014). The role of
teacher behavior in Adolescents' intrinsic reading motivation. Reading and Writing: An
Interdisciplinary Journal, 27(9), 1547-1565.
Guthrie, J., Wigfield, A., Barbosa, P., Perencevich, K., Taboada, A., Davis, M., Scafiddi, N., & Tonks, S.
(2004). Increasing reading comprehension and engagement through concept-oriented reading
instruction. Journal of Educational Psychology, 96(3), 403-423.
Guthrie, J., & Klauda, S. (2014). Effects of classroom practices on reading comprehension,
engagement, and motivations for adolescents. Reading Research Quarterly, 49(4), 387-416.
Guthrie, J., Klauda, S., & Ho, A. (2013). Modeling the relationships among reading instruction,
motivation, engagement, and achievement for adolescents. Reading Research Quarterly, 48(1), 9-
26.
McGeown, S., Duncan, L., Griffiths, Y., & Stothard, S. (2015). Exploring the relationship between
adolescent's reading skills, reading motivation and reading habits. Reading & Writing, 28(4), 545-
569.
Wolters, C., Denton, C., York, M., & Francis, D. (2014). Adolescents' motivation for reading: Group
differences and relation to standardized achievement. Reading & Writing, 27(3), 503-533.
Förster, N., & Souvignier, E. (2014). Learning progress assessment and goal setting: Effects on reading
achievement, reading motivation and reading self-concept. Learning and Instruction, 32, 91-100.
Lau, K. (2014). Within-year changes in Chinese secondary school students' perceived reading
instruction and intrinsic reading motivation. Journal of Research in Reading,
Lippe, M., & Weber, D. (1996). Increasing student intrinsic reading motivation.
Ng, M. M., National Reading, R. C., National Reading, R. C., & Others, A. (1996). How do classroom
characteristics influence intrinsic motivations for literacy? reading research report no. 56
Proctor, C. P., Daley, S., Louick, R., Leider, C. M., & Gardner, G. L. (2014). How motivation and
engagement predict reading comprehension among native English-speaking and English-learning
middle school students with disabilities in a remedial reading curriculum. Learning and Individual
Differences, 36, 76-83.
Zhou, H., & Salili, F. (2008). Intrinsic reading motivation of Chinese preschoolers and its relationships
with home literacy. International Journal of Psychology, 43(5), 912-916.