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Extensive Reading. Reading Report 5

Scientific Article “Relations of Perceived Parent and Friend Support for Recreational Reading
With Children’s Reading Motivations” by Susan Lutz Klauda and Allan Wigfield

Reading Report
 Topic
This text is a scientific article which purposes is to inform, educate and provide the
readers a result of the authors’ scientific research about specific problem. The topic of this article
is about children reading motivation. Children nowadays have little motivation on reading,
though reading actually helps children a lot. The authors stated that “Children who engage
frequently in reading tend to be higher achievers; unfortunately, many children’s motivation for
reading declines across the school years (J. E. Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002;
McKenna, Kear, & Ellsworth, 1995)”. Then, the authors limit the topic as the role of parents on
encouraging children’s reading motivation and habits.
 Who is speaking
The authors of this article have educational background, either the lecturer or the
college student.
 Characteristic and intention of the text
This article use scientific words and have a lot of citation of others experts and
author to strengthen the argumentation, facts and opinion in the text. The authors provide
data that has been conducted thoroughly. The authors also provides definitions about
some words, and methods, so reader with all of the background can understand the
overview of this article. Besides to inform and educate, this text is also to prove the
hypothesis which author have regarding to the problem on parents role in children
reading motivation.
 Target Readers
The target readers of this article are teachers, parents and other researcher. This
article is provided for parents whose children need to be encouraged about reading. The
teachers also need to see this and have consultation with the children parents about
 reading motivation. For the other researcher, it is to develop with future research.
However, the main targets are the parents of the children.
 What it is actually said
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 children’s experiences of
support for recreational reading. Children perceived greater reading support from their
mothers than from their fathers or friends. The findings of this study expand the research
base on the relations of children’s experiences of parental support for reading with
reading motivation and activity, which has largely focused on preschool and primary-
grade children, to older children.
Substantial research illustrates how parental actions and beliefs play a key role in
supporting preschool and primary-grade children’s development of reading motivation as
well as reading skills . However, little is known about the ways or extent to which parents
support older children’s reading or how such support relates to older children’s reading
motivation . We did so by developing the Reading Support Survey, which is distinct from
measures used previously to study social factors in children’s reading in that it inquires
about support from multiple, individual sources and taps children’s perceptions of
support rather than individuals’ reports of the support they provide. The study focused on
children living with both their mothers and fathers, or other male and female caretakers.

Although 26.6% of children in the United States currently live in single-parent

households , we were particularly interested in whether the roles that parents played in
their children’s reading systematically differed by parent gender. Children from single-
parent households would probably, on average, have less opportunity to interact with
nonresident parents in the ways inquired about in the study and have less knowledge of
nonresident parents’ reading habits, which were also a focus of several survey items.

Theoretical Models Regarding the Importance of Social Factors in Reading

The study was broadly grounded by two models specific to the reading domain that
present social factors as one of a few major contributors to individuals’ reading
motivation and activity. First, the reading engagement model posits that social interaction
in reading is one of four defining characteristics of engaged readers, along with cognitive,
behavioral, and emotional involvement in literacy activities. Engaged readers «connect
their reading with their friendships and their leisure time . » This stipulation undergirds
our attention to the comparative role of parents and peers, particularly at an age when
general peer influence is increasing, whereas parental involvement and support may be
declining .

Defining Reading Support and Reading Motivation

Our conception of reading support was also influenced by domain-general typologies of

social support and theories of motivation. In terms of social support typologies, we
primarily examined instrumental support, although the «approval» and «encouragement»
aspects of our definition are also representative of emotional support . With regard to
motivation theories, our reading support definition was particularly influenced by self-
determination theory’s presentation of ways in which socialization agents may facilitate
others’ internalization of motivation for activities . SDT specifies that socialization
agents’ warm, active involvement in children’s activities helps facilitate children’s
internalization of motivation for those activities by fulfilling the basic psychological need
of relatedness .

Accordingly, we inquired about several ways that parents and friends may be active in
the focal children’s reading, such as by discussing reading materials and actually reading
with them. As SDT emphasizes the importance of positive affect in these interactions,
and as research with young children emphasizes the importance of affect in joint reading
activities , we also inquired about children’s enjoyment of such interactions. Book
discussions with others on a regular basis might also promote children’s reading
comprehension and thereby their sense of competence as readers. Reading motivation.

Previous research identifying reading motivation as a multidimensional construct

provided the basis for our conceptualization of reading motivation. This research suggests
that children have a variety of intrinsic and extrinsic motivations for reading , including
but not limited to their beliefs about reading and themselves as readers, how valuable
they find reading, the kinds of goals they might satisfy through reading, and the desire to
be recognized for reading. Positive forms of motivation increase reading amount, which
in turn increases reading comprehension . However, substantial research suggests that
children’s motivation for reading and language arts, including their values and
competence beliefs, as well as their reading attitudes and recreational and academic
reading activity decline with age, especially during the elementary years.

Thus, better understanding how reading support and reading motivation and frequency
are connected may offer insight into how parents and friends might help sustain or
stimulate older children’s reading motivation. The present study focused on six reading
motivation constructs previously included in studies with a multidimensional perspective
on reading motivation . The first two dimensions are motivations that both fall within the
category of competence beliefs for reading. First, efficacy represents children’s beliefs
that they are skilled readers.

Second, challenge represents children’s willingness to engage in difficult reading

activities. These dimensions are distinct theoretically in that, for example, some children
may feel efficacious as readers but not read particularly challenging books because they
do not value that activity highly. They are also distinct empirically, as they have typically
factored separately and correlated moderately in previous research. The third dimension
of motivation is knowledge goals, which represents the extent to which children read for
the purpose of learning facts and concepts.

Fourth, perceived autonomy represents a sense of control over one’s reading activities
and preference for having this control, as opposed, for example, to having parents or
teachers make decisions about one’s reading. Whereas the first four constructs represent
internal or intrinsic aspects of motivation, the last two constructs reflect extrinsic aspects
of motivation, which we include because of their prevalence in school and other settings.
Last, recognition represents the desire to have others such as teachers or parents
positively acknowledge one’s reading. We expected the reading motivation constructs to
relate differentially to perceived reading support based on premises in SDT .

First, having strong knowledge goals that one aims to fulfill through reading reflects
either true intrinsic motivation or deep internalization of value for reading.

Support Experienced by Older Children

Like the present study, these studies primarily focused on recreational rather than school
reading. A possible reason that stronger relationships were not obtained between parent
support and children’s reading motivation and activity in some studies is that parent
reports of the reading support they offer may be particularly biased by social desirability .
Children’s reports of their parents’ behavior might be less affected by a desire to present
their families in a positive light and therefore show more variability. Furthermore,
although children’s perceptions may not mesh with objective reality, they represent
reality as the children see it and therefore may be more closely linked to their motivations
and behavior .

In addition, several qualitative studies have documented that many older children,
particularly avid readers, perceive their parents as a key influence on their reading habits
and motivations and enjoy their involvement and encouragement . Employing child self-
report measures of reading support as well as reading motivation and habits may,
however, create bias because the information comes from the same source and is
collected by means of one method, what we call «monomethod bias.» We believe,
though, that the use of child reports for reading support, motivation, and habits is
warranted because it permits an analysis of information not previously collected in
quantitative studies. Likewise, Moje, Overby, Tysvaer, and Morris found that although
the vast majority of the 79 sixth to ninth graders they interviewed mentioned peers as a
source of their reading materials, very few cited parents. In addition, scant research has
explicitly compared support for reading from mothers and fathers.
 In one qualitative study of 11- to 17-year-old boys identified as committed recreational
readers, the younger boys perceived their mothers as having the most influence on their
reading, whereas the older boys found the greatest support from their fathers, with whom
they frequently swapped and discussed materials on traditionally masculine topics such
as military history . In a study involving these same boys along with a sample of reluctant
readers, mothers and fathers alike reported that mothers were more involved in the boys’
reading . Similarly, the fourth graders studied by Edmunds and Bauserman most
frequently cited their mothers out of all possible influences on their motivation when
asked who gets them interested in and excited about reading.
 The reliability of the text
This text is reliable for it is not an outdated topic. Many children nowadays don’t
have any reading motivation and it can be seen in our surroundings. Many teachers and
parents struggle to increase children motivation on reading. It is also proven by the
research that is conducted by the author. Therefore, it is reliable.