Reading skill, knowledge and many skills including coordination of a series of strategy takes place. This situation needs to read the individuals, interests and motivation to take action related to a condition that affects behavior. Motivation is more important in small classes. Therefore, the beginning reading level reader' determine reading for motivation, understand students' individual differences and in literacy experiences at home or at school is important to help. According to the results, reading the daily motivation to increase the duration of the reading; motivation of parents reading books to read or not read no effect is observed. His parents reading activity itself did not create any impact in children. Therefore, it is recommended parents to share their reading activities.


Beginning Readers; Motivation; for Reading; Reading Book Time Reading the Family Status

Full Text:

PDF (Türkçe)


Maine, F. ve Waller, A. (2011). Swallows and Amazons Forever: How Adults and Children Engage in Reading a Classic Text. Children’s Literature in Education. 42, 354–371.

Akyol, H. (2010). Türkçe Öğretim Yöntemleri. Ankara: Pegem Akademi.

Güneş, F. (2008). Hızlı okuma ve anlamı yapılandırma. Nobel yayınları. Ankara.

Winch, G., Rosemary, R.J., March, P., Ljungdahl, L., ve Holliday, M. (2006). Literacy: Reading, Writing and Children’s Literature. Oxford: Oxford University Press

Wigfield, A., ve Tonks, S. (2004). The development of motivation for reading and how it is influenced by CORI. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Motivating reading comprehension: Concept Oriented Reading Instruction (pp. 249–272). Mahwah, NJ: Erlbaum.

Relan, A. (1992). Motivational Strategies in Computer-based Instruction: Some Lessons from Theories and Models of Motivation. In proceedings of selected research and development presentations at the Convention of the Association for Educational Communications and Technology,1994, ERIC Document Reproduction Service No. ED 348 017.

Mazzoni, S. A., Gambrell, L. B. ve Korkeamaki, R. (1999). A Cross-Cultural Perspective of Early Literacy Motivation. Journal of Reading Psychology, 20, 237-253.

Eccles, J.S., Wigfield, A., Schiefele, U., Roeser R.W. ve Kean, P.D. (2006). The Development of Achievement Motivation. In W. Damon, Richard M. Lerner ve N. Eisenberg (Ed.). Handbook of Child Psychology: Social, emotional, and personality development.(Sixth Edition), pp. 934-988. New York: Wiley.

Guthrie, J.T. ve Wigfield, A. (2000). Engagement and Motivation in Reading. In M. L. Kamil, P.B. Masenthal, P.D. Pearson & R. Bırr (Eds.), Reading Research Handbook (Vol III, pp.403-424), Mahwah, NJ: Erlbaum.

Baker, L. ve Scher, D. (2002). Beginning Readers’ Motivation For Reading İn Relation To Parental Beliefs And Home Reading Experiences. Reading Psychology, 23, 239–269.

Guthrie, J.T., Wigfield, A., Metsala, J.L. ve Cox, K.E. (1999). Motivational and Cognitive Predictors of Text Comprehension and Reading Amount. Scientific Studies of Reading, 3 (3), 231-257.

Anderson, R.C, Wilson, P.T. ve Fielding, L.G. (1988). Growth in Reading and How Children Spend Their Time Outside of School. Reading Research Quarterly, 23(3), 285-303.

Taylor, B.M., Frye, B.J. ve Maruyama, G.M. (1990). Time Spent Reading and Reading Growth. American Educational Research Journal, 27(2), 351-362.

Campbell, J.R., Voelkl, K.E., ve Donahue, P.L. (1997). NAEP 1996 trends in academic progress (NCES Publication No. 97985r). Washington, DC: U.S. 15.02.2012 tarihinde nces.ed.gov/pubsearch/pubsinfo.asp?pubid=97985r adresinden alınmıştır.

Cunningham, A. E. ve Stanovich, K. E. (1997). Early Reading Acquisition And İts Relation To Reading Experience and Ability 10 Years Later. Developmental Psychology, 33, 934-945.

Lau, K. (2009). Reading Motivation, Perceptions of Reading İnstruction And Reading Amount: A Comparison of Junior and Senior Secondary Students in Hong Kong. Journal of Research in Reading, 32( 4), 366–382.

Wigfield, A. ve Guthrie, J.T. (1997). Relations of Children's Motivation For Reading to The Amount and Breadth of Their Reading. Journal of Educational Psychology, 89(3), 420-432.

Mata, L. (2011). Motivation for Reading and Writing in Kindergarten Children. Reading Psychology, 32 (3), 272-299.

McGeown, S., Goodwin, H., Henderson, N. ve Wright, P. (2011). Gender Differences In Reading Motivation: Does Sex or Gender Identity Provide A Better Account? Journal of Research in Reading, 3(2), 1-9.

Baker, L., Mackler, K., Sonnenschein, S. ve Serpell, R. (2001). Parents' Interactions with Their First-Grade Children During Storybook Reading and Relations with Subsequent Home Reading Activity and Reading Achievement. Journal of School Psychology, 39 (5), 415-438.

Fraenkel, J. R. ve Wallen, N. E. (2006). How to Design and Evaluate Research in Educa¬tion (6.ed.). Boston: McGraw-Hill.

Öztürk, E. ve İleri, Z. (2011, Mayıs). Başlangıç Düzeyi Okuyucuları Okuma Motivasyonu Ölçeği Öğretmen ve Öğrenci Formu Geliştirme Çalışması. 10.Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu’nda sunulmuş bildiri. Cumhuriyet Üniversitesi, Sivas.

Logan, S. ve Medford, E. (2011). Gender Differences In The Strength of Association Between Motivation, Competency Belief and Reading Skill. Educational Research, 53 (1) , 85-94.

Budak, S. (2001). Psikoloji Sözlüğü. Ankara: Bilim ve Sanat Yayınları.

Purcell-Gates, V., McIntyre, E. ve Freppon, P. (1995). Learning Written Storybook Language In School: A Comparison of Low-SES Children In Skill-Based and Whole Language Classrooms. American Educational Research Journal, 32 (3), 659-685.

Baker, L., Dreher, M. J., ve Guthrie, J. T. (2000). Why Teachers Should Promote Reading Engagement. In L. Baker, M. J. Dreher ve J. T. Guthrie (Ed.). Engaging young readers: Promoting achievement and motivation (pp. 1–16). New York:Guilford

Nuttall, C. (1996). Teaching Reading Skills In A Foreign Language. Oxford: Heinemann English Language Teaching. Chapter 8: “An extensive reading programme” (pp. 127-148).


  • There are currently no refbacks.



Creative Commons License  
 Kastamonu Eğitim'de yayınlanan tüm içerik ve makaleler "Creative Commons Alıntı 4.0 Uluslararası Lisansı" ile lisanslanmıştır.