Reading Motivation: A Key Component To Reading Comprehension

Joderic Capatoy Navarrete


Research shows that motivation plays a crucial role in enhancing a student’s reading comprehension. It is aptly associated with leaner’s academic performance and success in school. However, reading motivation remains a gap in literacy instruction. The purpose of this paper is to present a brief review on the concept of reading motivation, its aspects and dimensions, the different instruments used to assess student’s reading motivation, and how reading motivation affects learner’s reading comprehension. Significantly, this paper discusses several strategies, approaches, and instructional materials educators could utilize to improve their students’ reading motivation.


Reading comprehension, academic performance, instructional materials, reading motivation, literacy instruction

Full Text:



Allen, K., & Ingulsrud, J.E. (2003). Manga literacy: Popular culture and the reading habits of

Japanese college students. Journal of Adolescent & Adult Literacy, 46 (8).

Armstrong, S.L., & Newman, M. (2011). Intertextuality in college reading classroom. Journal

of College Reading and Learning, 41 (2), 6-21.

Cambria, J., & Guthrie, J.T. (2010). Motivating and engaging students in reading. New England

Reading Association Journal. Retrieved September 16, 2013, from

Cequena, M.B. (2008). Metacognitive strategy use: Effects on metacognitive awareness, self-

efficacy, reading performance and motivation. Unpublished doctoral dissertation, University

of the Philippines, Diliman, Quezon City.

Chen, C.N., Chen, S.C., Chen, S.E., & Wey, S.C. (2013). The effects of extensive reading via

e-books on tertiary level EFL students’ reading attitude, reading comprehension and vocabulary. TOJET: The Turkish Online Journal of Educational Technology, 12, 2.

Chun, C.W. (2009). Critical literacies and graphic novels for English-language learners:

Teaching Maus. Journal of Adolescent & Adult Literacy, 53 (2), 144-153.

Cobb, J.B. (2012). “It’s me. I’m fixin to know the hard words”: Children’s perceptions of “good

readers” as portrayed in their representational drawings. Journal of Research in Childhood

Education, 26, 221-236. doi: 10.10/02568543.2012.657746

Conley, M. W. (2008). Content area literacy: Learners in context. U.S.A.: Pearson Education.

Davis, K.D., Winsler, A., & Middleton, M. (2006). Students' perceptions of rewards for

academic performance by parents and teachers: Relations with achievement and motivation in

College. Journal of Genetic Psychology, 167, 211-220.

Detmering, Robert. (2010). Exploring the political dimensions of information literacy through

popular film. Libraries and the Academy, 10 (3), 265–282.

Eccles, J.S., & Wigfield, A. (2002). Motivational belief, values, and goals. Annual Review of

Psychology, 53(1), 109–132. doi: 10.1146/annurev.psych.53.100901.135153.

Edmunds, K. M., & Tancock, S. M. (2003). Incentives: The effects on the reading motivation

of fourth-grade students. Reading Research and Instruction, 42, 2.

Fukunaga, N. (2006). Those anime students: Foreign language literacy development through

Japanese popular culture. Journal of Adolescent & Adult Literacy, 50, 3.

Fraser, W., & Killen, R. (2005). The perceptions of students and lecturers of factors influencing

academic performance at two South African universities. Perspectives in Education, 23, 25-40.

Gambrell, L.B., Palmer, B.M., Codling, R.M., & Mazzoni, S.A. (1996). Assessing reading

motivation. The Reading Teacher, 49, 518-533.

Gest, S.D., Rulison, K.L., Davidson, A.L., & Welsh, J.A. (2008). A reputation for success (or

failure): The association of peer academic reputations with academic self-concept, effort, and

performance across the upper elementary grades. Developmental Psychology, 44, 625-636.

Goodman, Jaffer, T., Keresztesi, M., Mamdani, F., Mokgatle, D., Musariri, M., et al. (2011).

An investigation of the relationship between students motivation and academic

performance as mediated by effort. South African Journal of Psychology, 41(3), 373-385.

Guthrie, J.T., Klauda, S.L., & Ho, A.N. (2013). Modeling the relationship among reading

instruction, motivation, engagement, and achievement for adolescents. Reading Research

Quarterly, 48 (1), 9-26.

Guthrie, J. T., & Wigfield, A. (2005). Roles of motivation and engagement in reading

comprehension assessment. In S. G. Paris, & S. A. Stahl (Eds.), Children’s reading

comprehension and assessment (pp. 187–214). Mahwah, NJ: Erlbaum.

Guthrie J.T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L.

Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading Research (3rd

ed.) (pp. 403-422). New York: Longman.

Haycock, K. (2005). Collaborative literature-based reading programs with motivation

components. Teacher Librarian, 33, 2.

Henk, W.A., Marinak, B.A., & Melnick, S. A. (2012). Measuring the reader self- perceptions

of adolescents. Journal of Adolescent and Adult Literacy, 54 (6), 311-320.

Johnson, D., & Blair, A. (2003). The Importance and use of student self-selected literature to

reading engagement in an elementary reading curriculum. Reading Horizon, 43, 3.

Kim, K.J. (2011). Reading motivation in two languages: an examination of EFL college

students in Korea. Reading and Writing: An Interdisciplinary, 24 (8), 861-881.

Lai, E.R. (2011). Motivation: A Literature Review. Retrieved from

Maslow, A., H. (1954). Motivation and personality. New York: Harper.

McKenna, M.C., Kear, D.J., & Ellsworth, R.A. (1995). Children's attitudes toward reading: A

national survey. Reading Research Quarterly, 30, 934-955.

McKenna, M.C., & Stahl, A.D. (2009). Assessment for reading instruction (2nd ed.). U.S.A.:

Guilford Press.

McLaughlin, M. (2012). Reading comprehension: What every teacher needs to know. The

Reading Teacher, 65 (7), 432-440.

Muller, F.H., & Louw, J. (2004). Learning environment, motivation and interest: Perspective

on self-determination theory. South African Journal of Psychology, 34, 169-190.

Peebles, J.L. (2007). Incorporating movement with fluency instruction: A motivation for

struggling readers. The Reading Teacher, 60 (6), 578-581.

Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in

learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686.


Pitcher, S.M., Albright, L.K., DeLaney, C.J., Walker, N.T., Seunarinesingh, K., Mogge, S., et

al. (2007). Assessing adolescents’ motivation to read. Journal of Adolescent and Adult Literacy,

(5), 378-396.

Reynolds, W.M., & Miller, G.E. (2003). Current perspectives in educational psychology. In

W.M. Reynolds, G.E. Miller, & I.B. Weiner (Eds.), Handbook of psychology (Vol. 7) (pp. 3–

. Hoboken, NJ: John Wiley & Sons.

Ruddell, R.B., & Unrau N. J. (2013). Reading as a motivated meaning-construction process:

The reader, the text, and the teacher. In D. E. Alvermann, N. J. Unrau, & R. B. Ruddell (Eds),

Theoretical models and processes of reading (6th ed.) (pp. 1015-1068). Newark, DE:

International Reading Association.

Solheim, O.J. (2011). The impact of reading self-efficacy and task value on reading

comprehension scores in different item formats. Reading Psychology, 32, 1-27.

Sturtevant, E. G., & Kim, G. S. (2010). Literacy motivation and school/non-school literacies

among students enrolled in a middle-school ESOL program. Literacy Research and Instruction,

, 1.

Tullock-Rhody, R., & Alexander, J.E. (1980). A scale for assessing attitude toward reading in

secondary schools. Journal of Reading, 23, 609-614.

Uygulamada, K., & Bilimleri, E. (2011). The motivational factors for reading in terms of

students. Educational Sciences: Theory & Practice; 11(2), 954-960.

Wang, J.H., & Guthrie, J.T. (2004). Modeling the effects of intrinsic motivation, extrinsic

motivation, amount of reading, and past reading achievement on text comprehension between

U.S. and Chinese students. Reading Research Quarterly, 39(2), 162-186.

Wanzek, J., & Kent, S.C. (2012). Reading interventions for students with learning disabilities

in the upper elementary grades. Learning Disabilites: A Contemporary Journal, 10 (1), 5-16.

Wigfield, A., Guthrie, J. T., Tonks, S., & Perencevich, K.C. (2004). Children's motivation for

reading: Domain specificity and instructional influences. The Journal of Educational Research,

, 6.

Wilkinson, I. A., & Son, E. H. (2011). A dialogic turn in research on learning and teaching to

comprehend. In M.L. Kamil, P.D. Pearson, E.B. Moje, & P.P.Afflerbach (Eds.), Handbook of

reading research (Vol. 4 pp. 359-387). New York & London: Routledge.

Williams, B. T. (2007). Action heroes and literate sidekicks: Literacy and identity in popular

culture. Journal of Adolescent & Adult Literacy, 50 (8), 680-685.

Wilson, N.S., & Kelly, M.J. (2010). Are avid readers lurking in your language arts classrooms:

Myths of the avid adolescent reader. Reading Horizons, 50, 2.

Zentall, S.S., & Lee, J. (2012). A reading motivation intervention with differential outcomes

for students at risk for reading disabilities, ADHD, and typical comparisons: “Clever is and

clever does”. Learning Disability Quarterly 35(4), 248-259.



  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.