This volume links theoretical and instructional approaches on how
reading is motivated and assessed, and examines the
interrelationship between reading motivation and achievement among
boys and girls in culturally and geographically different settings.
Much of the research on children's reading has focused on cognitive
processes; however, reading is an activity that also requires
interest and motivation. These attitudes are generally defined as
readers' affect toward reading and their consequence is that
children with more positive attitudes are more motivated to read.
Taking into account the variability that exists within the notion
of gender and age, this volume aims to examine and scrutinize
previous research on the topic, as well as test theories on how the
different dimensions of reading motivation vary with gender, in
relation to cultural issues, motivational constructs, such as
engagement and classroom climate, the role of emotions, interests
and attitudes towards reading, among others. The book will be of
interest to researchers, educators, graduate students, and other
professionals working in the area of literacy, reading motivation,
reading achievement and gender differences.
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