References

Arzubiaga, A., Rueda, R., & Monzo, L. (2002). Family matters related to the reading
engagement of latino children. Journal of Latinos & Education, 1(4), 231-241. Retrieved
from http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=a40d7315-6409-4f70b4eb-c6965c7993fd%40sessionmgr4001&vid=3&hid=4107
Five ecocultural features emerged as salient in families' daily living:
Immigration, Culture and Language, Nurturance, Instrumental, and Workload.
The 5 ecocultural features were examined in relation to children's perceptions of
themselves as readers: self concept as reader and value of reading (Gambrell,
Palmer, Codling, & Mazzoni, 1996) findings indicated that questions on how and
why children read are better understood with a sociocultural lens, as the
expression of culturally, historically, and socially mediated processes
Gambrell, L. B. (2011). Seven rules of engagement: What's most important to know about
motivation to read. The Reading Teacher, 65(3), 172-178.
http://dx.doi.org/10.1002/TRTR.01024
Why is it so important for teachers to consider the role of motivation in literacy
learning? This book explains that question
Gambrell, L. B., Marinak, B. A., Codling, R. M., & Mazzoni, S. A. (2013-14). Assessing
motivation to read. The Motivation to Read ProfileRevised, 67(4), 273-282.
http://dx.doi.org/10.1002/trtr.1215
Students who are motivated to participate in literacy instruction are on task,
cognitively and strategically engaged with the material, and perhaps affectively
responding to the activity as well. Therefore, the purpose of this article is to

report on an updated and more reliable revision of the Motivation to Read Profile
(MRP-R) and to engage in a discussion of how periodic, class-wide
administration of the MRP-R can inform practices to support motivating
classroom contexts.
Gambrell, L. L. (1996). Creating classroom cultures that foster reading motivation. The Reading
Teacher, 50(1), 14-25. Retrieved from
http://pnwboces.schoolwires.net/cms/lib03/NY24000991/centricity/domain/11/97061602
48.pdf
Discusses the role of motivation in literacy development in primary school
children. Research-based factors related to increased motivation to read;
Description of the engaged reader; Creation of classroom cultures that foster
reading motivation
Actual book
Jones, B. F., & Idol, L. (Eds.). (1990). Dimensions of thinking and cognitive instruction (1ST ed.,
Vol. 1) (T. E. Raphael & P. D. Pearson, Comps.). Retrieved from
http://books.google.com/books?
id=Q0azii09BGIC&pg=PT232&source=gbs_toc_r&cad=3#v=onepage&q&f=false
Klauda, S. L. (2009). The role of parents in adolescents reading motivation and activity.
Educational Psychology Review, 21(4), 325-363. http://dx.doi.org/10.1007/s10648-0099112-0
The dual purpose of this review is to present a sketch of the role of parents in
adolescents reading motivation based on extant work and to encourage research
that will help develop this sketch into a fuller portrait.

Klauda, S. L., & Wigfield, A. (2012). Relations of perceived parent and friend support for
recreational reading with children's motivations. Journal of Literacy Research, 44(1), 344. http://dx.doi.org/10.1177/1086296X11431158
Participants, including 130 fourth graders and 172 fifth graders, completed the
researcher-developed Reading Support Survey, which assesses how often children
experience and how greatly they enjoy multiple types of reading-supportive
behaviors. The survey was based on a synthesis of quantitative, qualitative, and
mixed-methods research on older childrens experiences of support for
recreational reading.
Lei, S. A., Bartlett, K. A., Gorney, S. E., & Herschbach, T. R. (2010). Resistance to reading
compliance among college students: Instructors' perspectives. College Students Journals,
44(2), 219-229. Retrieved from http://www.freepatentsonline.com/article/CollegeStudent-Journal/228428410.html
This journal was created by college students who asked the question do college
students read and why. The authors goal was to see what motivates college
students to read and what are some obstacles for students not reading?
Check in email
Mcpherson, K. (2007). Harry potter and the goblet of motivation. Teacher Librarian, 34(4), 7173. Retrieved from https://cod.idm.oclc.org/login?
url=http://search.ebscohost.com/login.aspx?
direct=true&db=a9h&AN=24834257&site=ehostlive&scope=site
This journal is motavation in children. Many children at a young age enjoy being
read to but what drives a child to read a book complicated like Harry Potter? Is

it because its popular or because they see other people take on hard books?
Check in email
Miller, D., Topping, K., & Thurston, A. (2010). Peer tutoring in reading: The effects of role and
organization on two dimensions of self-esteem. British Journal of Educational
Psychology, 417-433. Retrieved from http://www.bpsjournals.co.uk
This journal talks about self esteem and reading motivation. This journal
recorded a data to see if motivation in reading promotes higher self-esteem.
Check in email
Mizuno, K., Tanaka, M., Fukuda, S., Imai-Matsumura, K., & Watanabe, Y. (2011). Relationship
between cognitive function and prevalence of decrease in intrinsic academic motivation
in adolescents. Behavioral and Brain Functions, 7(1). http://dx.doi.org/10.1186/17449081-7-4
Since grade-dependent development of cognitive functions also influences
academic performance by these students, we examined whether cognitive
functions are related to the prevalence of decrease in intrinsic academic
motivation.
Mori, S. (2002). Redefining motivation to read in a foreign language. Reading in a Foreign
Language, 14(2), 91-110. Retrieved from
http://www.nflrc.hawaii.edu/rfl/October2002/mori/mori.html
Investigates foreign language reading motivation. Data was obtained via a
questionnaire. Results of a statistical analysis suggest that motivation to read in
English may be divided into four sub-components: Intrinsic value of reading in

English, attainment value of reading in English, extrinsic utility value of reading

in English, and expectancy for success in reading in English
Naeghel, J. D., Keer, H. V., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between
elementary students recreational and academic reading motivation, reading frequency,
engagement, and comprehension: A self-determination theory perspective. Journal of
Educational Psychology, 104(4), 1006-1021. http://dx.doi.org/10.1037/a0027800
The present study develops and validates the SRQ-Reading Motivation, a
questionnaire measuring recreational and academic reading motivation based on
self-determination theory. The study clarifies the relation among reading
motivation, reading self-concept, reading behavior (i.e., engagement and
frequency), and reading performance (i.e., comprehension).
Tomaka, J., & Blascovich, J. (1990). Measures of social psychological attitudes: Measures of
personality and social psychological attitudes (1ST ed., Vol. 1) (J. P. Robinson, P. R.
Shaver, & L. S. Wrightsman, Eds.). Retrieved from http://books.google.com/books?
id=uOtFBQAAQBAJ&pg=PA115&dq=reading+and+self+esteem&lr=&source=gbs_toc_
r&cad=4#v=onepage&q=reading%20and%20self%20esteem&f=false

Unrau, N., & Schlackman, J. (2006). Motivation and its relationship with reading achievement in
an urban middle school. Journal of Educational Research, 100(2), 81-101. Retrieved
from http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=4a478e51-1534-4e2fa7f6-d2b632a7fa56%40sessionmgr4001&vid=1&hid=4107
Intrinsic and extrinsic motivation on reading achievement for urban middle
school students. The authors initially developed a research-based theoretical

model representing interrelationships among students' ethnicity, gender, grade

level, intrinsic motivation, extrinsic motivation, and reading achievement.