ABSTRACT

We examine characteristics of classroom contexts that influence motivations for reading. We frame the discussion in terms of design principles. First, we propose several general criteria that a set of design principles should meet if the set is to be sufficient to increase long-term motivations for reading. Next, we propose 8 principles derived from research on motivational and cognitive processes, instructional research, and classroom innovations. These design principles relate to (a) conceptual themes, (b) real-world interactions, (c) self-direction, (d) interesting texts, (e) social collaboration, (f) self-expression, (g) cognitive strategy instruction, and (h) curricular coherence. We constructed these design principles from sets of design principles offered by psychologists and educators, our studies, and a literature review we conducted. In particular, we note problems of underspecification typical of psychologists’ proposed sets of principles and problems of overspecification typical of educators’ designs. We conclude with suggestions for needed research on classroom contexts for increasing students’ motivations for reading.