Abstract of

Assessing Motivation to Read

Linda B. Gambrell

Barbara Martin Palmer

Rose Marie Codling

Susan Anders Mazzoni

Research indicates that a variety of motivational factors influence children's success in literacy learning. Highly motivated readers tend to seek out literacy-related activities, thereby gaining wide exposure to and practice in reading that frequently lead to increased achievement. This article presents a tool for quantitative and qualitative assessment of children's motivation to read, based on evaluation of self-concept and the value they place on reading. The instrument itself is included, along with details of its development and deployment in the classroom.

[Note: This article is reprinted in Reading Assessment. www.reading.org/publications/bbv/books/bk250/index.html]

Abstract from Gambrell, L.B., Palmer, B., Codling, R., & Mazzoni, S. (1996, April). Assessing Motivation to Read. The Reading Teacher, 49(7), 518–533. doi: 10.1598/RT.49.7.2