Reading and literacy interventions for improving reading and motivation in adolescence: a narrative review

Charlotte Webber (Lead / Corresponding author), Katherine Wilkinson, Lynne G. Duncan, Sarah McGeown

Research output: Working paper/PreprintPreprint

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Reading interventions measuring motivational outcomes in adolescence vary in terms of their theoretical frameworks, methodological approaches and findings. However, a review of these is not currently available. Drawing on narrative review principles, this article synthesises academic and grey literature to outline the breadth and scope of interventions which have measured changes in adolescents’ reading motivation and reflects upon those interventions identified. Key characteristics from the existing literature include a strong focus on struggling readers and skills-based goals. Outcomes of reading interventions measuring motivational effects among adolescents are mixed, and often not explicitly grounded in theory. There is also a notable absence of research taking account of the opinions and experiences of adolescents. There is need for much deeper exploration of “what works” for motivating adolescents to read; this should be based in established theory and centre the experiences of adolescents themselves.
Original languageEnglish
Place of PublicationOSF Preprints
PublisherOpen Science Framework (OSF)
Number of pages51
Publication statusPublished - 18 Nov 2021


  • Adolescence
  • Reading development
  • Literacy
  • Motivation
  • Intervention

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education


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