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

Charlotte Webber; Katherine  Wilkinson; Lynne G. Duncan; Sarah McGeown

doi:10.31219/osf.io/4mxvt

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

Psychology

Research output: Working paper/Preprint › Preprint

368 Downloads (Pure)

Abstract

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 language	English
Place of Publication	OSF Preprints
Publisher	Open Science Framework (OSF)
Number of pages	51
DOIs	https://doi.org/10.31219/osf.io/4mxvt
Publication status	Published - 18 Nov 2021

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being
SDG 4 Quality Education
SDG 10 Reduced Inequalities

Keywords

Adolescence
Reading development
Literacy
Motivation
Intervention

ASJC Scopus subject areas

Developmental and Educational Psychology
Education

Access to Document

10.31219/osf.io/4mxvtLicence: CC BY

Final Published VersionFinal published version, 337 KBLicence: CC BY

2 Article
2 Other contribution
1 Review article
1 Preprint

Connecting With Fictional Characters: The Power of Books
Webber, C. (Lead / Corresponding author), Wilkinson, K., Duncan, L. G. & McGeown, S. P., 25 Apr 2022, In: Frontiers for Young Minds. 10, 8 p., 658925.
Research output: Contribution to journal › Review article › peer-review

Open Access
File
1024 Downloads (Pure)
Participatory research with young people: benefits, limitations, and methodological considerations
Webber, C. (Lead / Corresponding author), The Young People’s Advisory Panel, Wilkinson, K., Duncan, L. G. & McGeown, S., 30 Sept 2022, OSF Preprints, 40 p.
Research output: Working paper/Preprint › Preprint

Open Access
File
181 Downloads (Pure)
Young people’s reading project: understanding the teenage reading experience: Phase 2 – conversations with young people about their reading experiences
Webber, C., Wilkinson, K., Duncan, L. G. & McGeown, S., 1 Mar 2022, OSF Registries : Open Science Framework (OSF).
Research output: Other contribution

Open Access

SGSSS Open Collaborative Studentship Competition
Webber, C. E. (Recipient), McGeown, S. P. (Supervisor), Duncan, L. (Supervisor) & Wilkinson, K. (Supervisor)
1 Oct 2020 → 31 Jul 2024
Activity: Other activity types › Funding - grants and income which support research related activities
LALco Network
Duncan, L. (Organiser) & McGeown, S. P. (Organiser)
2019 → …
Activity: Other activity types › Other

Cite this

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abstract = "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{\textquoteright} 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. ",

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

Abstract

UN SDGs

Keywords

ASJC Scopus subject areas

Access to Document

Fingerprint

Research output

Connecting With Fictional Characters: The Power of Books

Participatory research with young people: benefits, limitations, and methodological considerations

Young people’s reading project: understanding the teenage reading experience: Phase 2 – conversations with young people about their reading experiences

Activities

SGSSS Open Collaborative Studentship Competition

LALco Network

Cite this