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The Journal of Educational Research Volume 106, 2013 - Issue 1
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Original Articles

Courageous Reading Instruction: The Effects of an Elementary Motivation Intervention

Barbara A. Marinak Mount St. Mary's University
Pages 39-48 | Published online: 05 Dec 2012

Citations (19)

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Read on this site (5)

Wendy Castillo. (2023) Do Elementary Students Reading Motivation Levels Differ by Racial/Ethnic And/Or Immigrant Background?. Journal of Latinos and Education 22:2, pages 669-680.
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Emily Q. Rosenzweig, Allan Wigfield & Jacquelynne S. Eccles. (2022) Beyond utility value interventions: The why, when, and how for next steps in expectancy-value intervention research. Educational Psychologist 57:1, pages 11-30.
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Anna Rhoad-Drogalis, Brook E. Sawyer, Laura M. Justice & Ann A. O’Connell. (2018) Assessing Learning Behaviors in Early Childhood Special Education Classrooms. Early Education and Development 29:4, pages 450-466.
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Jakob D. Jensen, Katheryn Christy, Melinda Krakow, Kevin John & Nicole Martins. (2016) Narrative transportability, leisure reading, and genre preference in children 9–13 years old. The Journal of Educational Research 109:6, pages 666-674.
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Barbara A. Marinak. (2016) The Unrelenting Search for a Quick Fix. Literacy Research and Instruction 55:2, pages 128-130.
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Articles from other publishers (14)

Lisa van der Sande, Roel van Steensel, Suzanne Fikrat-Wevers & Lidia Arends. (2023) Effectiveness of Interventions that Foster Reading Motivation: a Meta-analysis. Educational Psychology Review 35:1.
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Miriam McBreen & Robert Savage. (2023) The effectiveness of a cognitive-plus-motivational reading intervention: A multiple-baseline study with four pupils at-risk for reading difficulties. Educational and Child Psychology 40:1, pages 96-115.
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Hannah Miles & Fatih Ari. (2022) Implementing Personalized Reading Plans with an E-Book Library to Support First-Grade Students’ Reading Engagement and Comprehension. TechTrends 66:6, pages 914-922.
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Sara Jones. (2022) Turning Away from Anti‐Blackness: A Critical Review of Adolescent Reading Motivation Research. Reading Research Quarterly 57:4, pages 1107-1127.
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Susanna S. S. Yeung, Ronnel B. King, Ma. Jenina N. Nalipay & Yuyang Cai. (2022) Exploring the interplay between socioeconomic status and reading achievement: An expectancy‐value perspective. British Journal of Educational Psychology 92:3, pages 1196-1214.
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Miriam McBreen & Robert Savage. (2020) The Impact of a Cognitive and Motivational Reading Intervention on the Reading Achievement and Motivation of Students At-Risk for Reading Difficulties. Learning Disability Quarterly 45:3, pages 199-211.
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Miriam McBreen & Robert Savage. (2020) The Impact of Motivational Reading Instruction on the Reading Achievement and Motivation of Students: a Systematic Review and Meta-Analysis. Educational Psychology Review 33:3, pages 1125-1163.
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Alessandra E. Ward & Nell K. Duke. (2021) Every month Should Be reading month. Language Arts 98:6, pages 370-372.
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Joy Dangora Erickson. (2019) Primary Students’ Emic Views of Reading Intervention: A Qualitative Case Study of Motivation. Literacy Research: Theory, Method, and Practice 68:1, pages 86-107.
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Jill L. Adelson, Kathleen M. Cash, Caroline M. Pittard, Christine E. Sherretz, Patrick Pössel & Allison D. Blackburn. (2019) Measuring Reading Self-Perceptions and Enjoyment: Development and Psychometric Properties of the Reading and Me Survey. Journal of Advanced Academics 30:3, pages 355-380.
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K. Ann Renninger & Suzanne E. HidiEmily Q. Rosenzweig, Allan Wigfield & Jacquelynne S. Eccles. 2019. The Cambridge Handbook of Motivation and Learning. The Cambridge Handbook of Motivation and Learning 617 644 .
Joy Dangora Erickson & Ruth Wharton-McDonald. (2019) Fostering Autonomous Motivation and Early Literacy Skills. The Reading Teacher 72:4, pages 475-483.
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Sandra Harris & Gayle Lynn Butaud. 2016. Social Justice Instruction. Social Justice Instruction 171 183 .
Jessica Slater, Dana L. Strait, Erika Skoe, Samantha O'Connell, Elaine Thompson & Nina Kraus. (2014) Longitudinal Effects of Group Music Instruction on Literacy Skills in Low-Income Children. PLoS ONE 9:11, pages e113383.
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