Greek kindergarten children’s motivation for reading

PDF
Published: May 26, 2023
DOI: https://doi.org/10.12681/ppej.31443
Elissavet Chlapana
University of Crete, Department of Preschool Education
https://orcid.org/0000-0003-2223-7204
Eufimia Tafa
University of Crete, Department of Preschool Education
Michalis Linardakis
University of Crete, Department of Preschool Education
Abstract

The aim of the present study was to investigate Greek kindergarten children’s reading motivation and their gender differences in reading motivation during kindergarten attendance. The sample of the present study consisted of 100 kindergarten children enrolled in public schools in Crete. The “Me and my reading profile” (MMRP) reading motivation tool was used. The MMRP was adjusted to Greek and was given to sample children in the beginning and at the end of the school year. Data analysis conducted with exploratory and confirmatory factor analysis revealed a 5-scale factorial structure in children’s reading motivation. Results showed that kindergarteners enhanced their reading motivation throughout the school year in the 3 out of the 5 extracted factors, while significant differences were found in the degree of reading motivation improvement between boys and girls. The results are important because they present data related to children’s reading motivation development at the first stages of literacy acquisition and are useful for making specific suggestions about educational practice and policy in Greece.

Article Details
  • Section
  • Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution Non-Commercial License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (preferably in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Downloads
Download data is not yet available.
Author Biography
Elissavet Chlapana, University of Crete, Department of Preschool Education

Πανεπιστήμιο Κρήτης, Παιδαγωγικό Τμήμα Προσχολικής Εκπαίδευσης.

Θέση: Επίκουρη Καθηγήτρια

References
Baroody, A.E., & Diamond, K.E. (2013). Measures of preschool children's interest and engagement in literacy activities: Examining gender differences and construct dimensions. Early Childhood Research Quarterly, 28(2), 291-301.
Barron, K.E., & Hulleman, C.S. (2015). Expectancy-value-cost model of motivation. Psychology, 84, 261-271.
Carida, H.C., & Thouliotis, E.V. (2013). Exploring the Greek kindergarten teachers views about school programs. Journal of African Studies and Development, 5(8), 208-217.
Cartwright, K.B., Marshall, T.R., & Wray, E. (2015). A longitudinal study of the role of reading motivation in primary students’ reading comprehension: Implications for less simple view of reading. Reading Psychology, 37(1), 55–91.
Chapman, J.W., & Tunmer, W.E. (1995). Development of young children's reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement. Journal of Educational Psychology, 87(1), 154.
Chiu, M.M. (2018). Contextual influences on girls’ and boys’ motivation and reading achievement: Family, schoolmates, and country. In P. Orellana García & P. Baldwin Lind (Eds.), Reading achievement and motivation in boys and girls (pp. 49-63). Springer.
Chou, M.J., Cheng, J.C., & Cheng, Y.W. (2016). Operating classroom aesthetic reading environment to raise children’s reading motivation. Universal Journal of Educational Research, 4(1), 81-97.
Conradi, K., Jang, B.G., & McKenna, M.C. (2014). Motivation terminology in reading research: A conceptual review. Educational Psychology Review, 26(1), 127-164.
EACEA/Eurydice (2011). Teaching reading in Europe: Contexts, policies and practices.
Eurydice. https://www.indire.it/lucabas/lkmw_file/eurydice/reading_literacy_EN.pdf
Espinoza, A.M., & Strasser, K. (2020). Is reading a feminine domain? The role of gender identity and stereotypes in reading motivation in Chile. Social Psychology of Education, 23(4), 861-890.
Eisinga, R., Grotenhuis, M. Te, & Pelzer, B. (2013). The reliability of a two-item scale: Pearson, Cronbach, or Spearman-Brown? International Journal of Public Health, 58(4), 637–642. https://doi.org/10.1007/s00038-012-0416-3
Froiland, J.M., & Oros, E. (2014). Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement. Educational Psychology, 34(2), 119–132.
Gambrell, L.B. (1996). Creating classroom cultures that foster motivation to read. The Reading Teacher, 50(1), 4-25.
Gambrell, L.B. (2009). Ereuna shetika me ta kinitra anagnosis sti nea pagosmia epoxi. Ti gnorizoume, ti prepei na gnorizoyme kai giati exei simasia (Research for reading motivation in new world era. What we know, what we need to know and why it matters). In E. Tafa & G. Manolitsis (Eds.), Anadiomenos Grammatismos: Ereuna kai efarmoges (Emergent literacy: Theory and applications) (pp. 21-27). Pedio.
Gambrell, L.B., Palmer, B.M., Codling, R.M., & Mazzoni, S.A. (1996). Assessing motivation to read. The Reading Teacher, 49(7), 518-533.
Garbe, K., Koutsogiannis, D., Lafontaine, D., Manolitsis, G., Shiel, G., Tafa, E., & Valtin, R. (2016). Literacy in Greece. Country report. Children and adolescents. European Literacy Policy Network (ELINET). https://orbi.uliege.be/bitstream/2268/203618/1/Greece_Long_Report.pdf
Hochweber, J., & Vieluf, S. (2018). Gender differences in reading achievement and enjoyment of reading: The role of perceived teaching quality. The Journal of Educational Research, 111(3), 268-283.
Hu, L., & Bentler, P. (1999) Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. doi: 10.1080/10705519909540118.
Jean, E., Morgan, P.L., & Fuchs, D. (2018). Understanding and promoting the motivation to read in young children. In N.D. Young, C.N. Michael & T. Citro (Eds.), From floundering to fluent: Reaching and teaching struggling readers (pp. 41-51). Rowman & Littlefield.
Kreza, M., & Chlapana, E. (2019, November). Literacy knowledge and skills development in kindergarten. Current kindergarten and primary school teachers’ perceptions. Paper presented at the 12th Panhellenic Conference of the Greek Organization of Preschool Education (Organisation Mondial pour l’Education Préscolaire – Ο.Μ.Ε.Ρ.), Patra, Greece.
Lerkkanen, M.K. (2018). The influence of instructional practices on reading motivation in Finland. In P.O. García, & P.B. Lind (Eds.), Reading achievement and motivation in boys and girls (pp. 65-78). Springer, Cham.
Lerkkanen, M.K., Kiuru, N., Pakarinen, E., Viljaranta, J., Poikkeus, A. M., Rasku-Puttonen, H., Siekkinen, M., & Nurmi, J.E. (2012). The role of teaching practices in the development of children’s interest in reading and mathematics in kindergarten. Contemporary Educational Psychology, 37(4), 266-279.
Malloy, J., Marinak , B., Gambrell , L., & Mazzoni , S. ( 2013 ). Assessing motivation to read: The motivation to read profile–revised. The Reading Teacher, 67(4), 273– 282
Marinak, B.A., & Gambrell, L.B. (2010). Reading motivation: Exploring the elementary gender gap. Literacy Research and instruction, 49(2), 129-141.
Marinak, B.A., Malloy, J.B., Gambrell, L., & Mazzoni, S.A. (2015). Me and my reading profile. A tool for assessing early reading motivation. The Reading Teacher, 69(1), 51-62.
Mata, L. (2011). Motivation for reading and writing in kindergarten children. Reading Psychology, 32(3), 272-299.
McTigue, E. M., Solheim, O. J., Walgermo, B., Frijters, J., & Foldnes, N. (2019). How can we determine students’ motivation for reading before formal instruction? Results from a self-beliefs and interest scale validation. Early Childhood Research Quarterly, 48, 122-133.
Ministerial Decision G2/21072b (Government Gazette 304/13-3-2003/vol.B’ pp 593-597) Diathematiko Enieo Plesio Programmaton Spoudon [Compound Thematic Curriculum Framework].
Morgan, P.L., & Fuchs, D. (2007). Is there a bidirectional relationship between children's reading skills and reading motivation? Exceptional Children, 73(2), 165-183.
Nevo, E., Vaknin-Nusbaum, V., & Gambrell, L. (2019). Reading motivation in kindergartners and 1st-graders. Journal of Research in Childhood Education, 33(4), 610-622.
Orellana, P., Jacques, L., Korkeamäki, R.L., Tafa, E., & Gambrell, L.B. (2019). Motivation to read in grades K–2: a cross-cultural perspective. International Journal of Early Years Education, 27(4), 423-440.
Penderi, E., Chlapana, E., Melliou, K., Fillipidi, A., Marinatou, Τh. (2021). Odigos nipiagogou, Ypostirictiko yliko, Pixida: Theoritiko kai methodologico plaisio, Didakitkoi shediasmoi (Kindergaerten teacher’s guide. Supportive material. Compass: Theoretical and methodological context. Instructional designs). Institute of Educational Policy.
PISA (2018). Reading literacy framework. https://www.iprase.tn.it/documents/20178/344196/Pisa+2018+reading+literacy+f ramework+_final.pdf/14f3abfc-966c-46b1-a8d8-4d962193ecfd
Pitcher, S.M., Albright, L.K., DeLaney, C.J., Walker, N.T., Seunarienesingh, K., Mogge, S., Headley, K.N., Gentry Ridgeway, V., Peck, S., Hunt, R., & Dunston, P.J. (2007). Assessing adolescents’ motivation to read. Journal of Adolescent & Adult Literacy, 50(5), 378–396. doi:10.1598/JAAL.50.5.5
Ryan, R.M., & Deci, E.L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
Saçkes, M., Işıtan, S., Avci, K., & Justice, L. M. (2016). Parents’ perceptions of children's literacy motivation and their home-literacy practices: what's the connection? European Early Childhood Education Research Journal, 24(6), 857-872.
Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47(4), 427–463.
Schiefele, U., Stutz, F., & Schaffner, E. (2016). Longitudinal relations between reading motivation and reading comprehension in the early elementary grades. Learning and Individual Differences, 51, 49–58.
Schönrock-Adema, J., Heijne-Penninga, M., Van Hell, E.A., & Cohen-Schotanus, J. (2009). Necessary steps in factor analysis: enhancing validation studies of educational instruments. The PHEEM applied to clerks as an example. Medical Teacher, 31(6), e226-e232.
Schumacker, R.E., & Lomax, R.G. (2016). A beginner's guide to structural equation modeling, 4th edition. Routledge, ISBN: 9781410610904. doi:10.4324/9781410610904
Solheim, O.J., & Lundetræ, K. (2018). Can test construction account for varying gender differences in international reading achievement tests of children, adolescents and young adults?–A study based on Nordic results in PIRLS, PISA and PIAAC. Assessment in Education: Principles, Policy & Practice, 25(1), 107-126.
Stutz, F., Schaffner, E., & Schiefele, U. (2016). Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades. Learning and Individual Differences, 45, 101–113.
Tafa, E., (2001). H vivliothiki stin prosholiki taxi: organosi kai diarithmisi simphona me to programa tou anadiomenou grammatismou (Τhe library in the preschool classroom: its organisation and management according to the program for the emergence of literacy). In P. Papoulia-Tzelepi (Ed.), Anadiomenos grammatismos (The Emergence of Literacy) (pp. 211-234)). Kastaniotis.
Tafa, E. (2004). Literacy activities in half-and whole-day Greek kindergarten classrooms. Journal of Early Childhood Research, 2(1), 85-102.
Tafa, E. (2008). Kindergarten reading and writing curricula in the European Union. Literacy, 42(3), 162-170.
Tafa, E., Chlapana, E., & Loizou, E. (2013, August). Kindergarten teachers' emergent literacy views and practices. Paper presented at the 18th European Conference on Reading. Jönköping, Sweden.
Valeski, T.N., & Stipek, D.J. (2001). Young children's feelings about school. Child Development, 72(4), 1198-1213.
Walgermo, B.R., Frijters, J.C., & Solheim, O.J. (2018). Literacy interest and reader self-concept when formal reading instruction begins. Early Childhood Research Quarterly, 44, 90-100.
Wolter, I., Braun, E., & Hannover, B. (2015). Reading is for girls!? The negative impact of preschool teachers' traditional gender role attitudes on boys' reading related motivation and skills. Frontiers in Psychology, 6, 1267.
Zheng, G., Schwanenflugel, P.J., & Rogers, S.M. (2016). Emergent motivation to read in prekindergarten children. Reading Psychology, 37(3), 392-423.
Zhou, H., & Salili, F. (2008). Intrinsic reading motivation of Chinese preschoolers and its relationships with home literacy. International Journal of Psychology, 43(5), 912-916.
Most read articles by the same author(s)