Bringing motivation to the scientific study of reading, this special issue presents two studies of children's goal orientations for reading and writing, and two studies of the contributions of reading motivation to children's and adolescent's amount of reading and comprehension of text. It also reviews the relations of interest to text comprehension and reviews research on implicit models of reading.
Table of Contents
Volume 3, Number 3, 1999 Contents: J.T. Guthrie, A. Wigfield, How Motivation Fits Into a Science of Reading. J.L. Meece, S.D. Miller, Changes in Elementary School Children's Achievement Goals for Reading and Writing: Results of a Longitudinal and an Intervention Study. J.T. Guthrie, A. Wigfield, J.L. Metsala, K.E. Cox, Motivational and Cognitive Predictors of Text Comprehension and Reading Amount. U. Schiefele, Interest and Learning From Text. G. Schraw, R. Bruning, How Implicit Models of Reading Affect Motivation to Read and Reading Engagement.