The relation of student and class‐level characteristics to primary school students' autonomous reading motivation: a multi‐level approach

Abstract

The aim of the present study is to examine by means of multi‐level modelling how student and class‐level characteristics relate to fifth‐grade students' recreational and academic autonomous reading motivation. On the student level, gender, native language and students' perception of home and peer involvements in reading activities are studied. On the class level, teachers' use of knowledge goals, the provision of real‐world interactions, students' opportunities to read self‐selected books and discuss reading materials with peers, teachers' reading aloud, the use of fiction and non‐fiction and support of a literacy coach are studied. Participants included 1,177 fifth‐graders and their 65 teachers. In line with the literature, girls report a higher autonomous reading motivation, and students' perception of home and peer involvements in reading activities is positively associated with their autonomous reading motivation. On the class level, only the additional support of a literacy coach significantly optimises students' autonomous reading motivation. Practitioner Points What is already known about this topic Autonomous reading motivation is associated with higher reading frequency, more reading engagement and better reading performance. There is a declining trend in intrinsic reading motivation throughout children's educational career, setting in at the end of primary school. Several student‐level characteristics on the one hand and class‐level characteristics on the other hand are positively related to reading motivation. What this paper adds A more integrated empirical approach to reading promotion, addressing both student and class‐level correlates of autonomous reading motivation. Adoption of multi‐level modelling in reading motivation research. Implications for practice and/or policy Creating reading cultures among peers and at home benefits students' autonomous reading motivation. Importance of reflection on reading and reading promotion in the approach and policy of the school.

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