ABSTRACT
Guthrie & Wigfield revisit their previous work, beginning with a history of reading motivation, and then delve into key reading motivation constructs, which are self-efficacy, intrinsic motivation, valuing reading, social aspects of reading motivation, and reading engagement. They discuss classroom practices and teacher mindset practices that motivate student reading, including Concept-Oriented Reading Instruction (CORI) and Reading Engagement for Academic Learning (REAL). They also address how reading motivation is different across student ethnicities and socioeconomic statuses.
