Citations (45)
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Katie Schrodt, Erin FitzPatrick, Megan Brown & Ashlee Hover. (2023) Examining the Validity of the Writing Challenge Task: An Assessment Tool for Measuring Writing Motivation in Kindergarteners. Reading & Writing Quarterly 39:4, pages 334-349.
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Lisa van der Sande, Marjolein Dobber, Johanna E. van Schaik & Roel van Steensel. (2023) Attitudes towards reading amongst kindergarten and Grade 1 children. European Early Childhood Education Research Journal 31:3, pages 399-420.
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Kayhan Bozgün & Meltem Akın-Kösterelioğlu. (2021) The Roles of Social-Emotional Development, Academic Grit and Subjective Well-Being in Primary School Students’ Reading-Writing Motivation. Reading Psychology 42:8, pages 836-857.
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Vered Vaknin-Nusbaum, Einat Nevo & Sharon Gilat-Yihyie. (2021) Language and Print Concepts Achievement among Children with Low and High Reading Motivation. Reading Psychology 42:7, pages 730-757.
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Deborah Bergman Deitcher, Dorit Aram & Inbar Itzkovich. (2021) Alphabet Books: Relations Between Aspects of Parent-Child Shared Reading, Children’s Motivation, and Early Literacy Skills. Reading Psychology 42:4, pages 388-410.
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Vered Vaknin-Nusbaum, Einat Nevo, Sigalit Brande & Linda Gambrell. (2020) Reading and Writing Motivation of Third to Sixth Graders. Reading Psychology 41:1, pages 44-70.
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Einat Nevo & Vered Vaknin-Nusbaum. (2020) Enhancing motivation to read and reading abilities in first grade. Educational Psychology 40:1, pages 22-41.
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Pelusa Orellana, Lorraine Jacques, Riitta-Liisa Korkeamäki, Eufimia Tafa & Linda B. Gambrell. (2019) Motivation to read in grades K – 2: a cross-cultural perspective. International Journal of Early Years Education 27:4, pages 423-440.
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Einat Nevo, Vered Vaknin-Nusbaum & Linda Gambrell. (2019) Reading Motivation in Kindergartners and 1st-Graders. Journal of Research in Childhood Education 33:4, pages 610-622.
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Katie E. Schrodt, Amy M. Elleman, Erin R. FitzPatrick, Michelle M. Hasty, Jwa K. Kim, Terri J. Tharp & Hillary Rector. (2019) An Examination of Mindset Instruction, Self-Regulation, and Writer’s Workshop on Kindergarteners’ Writing Performance and Motivation: A Mixed-Methods Study. Reading & Writing Quarterly 35:5, pages 427-444.
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Vered Vaknin-Nusbaum & Einat Nevo. (2017) A Joint Interactive Storybook Intervention Program for Preschool and Kindergarten Children. Reading Psychology 38:3, pages 231-261.
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Guoguo Zheng, Paula J. Schwanenflugel & Samantha M. Rogers. (2016) Emergent Motivation to Read in Prekindergarten Children. Reading Psychology 37:3, pages 392-423.
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Georgia Stephanou. (2014) Feelings towards child–teacher relationships, and emotions about the teacher in kindergarten: effects on learning motivation, competence beliefs and performance in mathematics and literacy. European Early Childhood Education Research Journal 22:4, pages 457-477.
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Articles from other publishers (32)
Lucy Rodriguez Leon. (2023) Meaning, relationships, identities: An exploration of motive and intent in early childhood literacies. Journal of Early Childhood Research.
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Megumi E. Takada, Christopher J. Lemons, Lakshmi Balasubramanian, Bonnie T. Hallman, Stephanie Al Otaiba & Cynthia S. Puranik. (2023) Measuring kindergarteners’ motivational beliefs about writing: a mixed-methods exploration of alternate assessment formats. Frontiers in Psychology 14.
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Aline Alves-Wold, Bente Rigmor Walgermo, Erin McTigue & Per Henning Uppstad. (2023) Assessing Writing Motivation: a Systematic Review of K-5 Students' Self-Reports. Educational Psychology Review 35:1.
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Seung-Hee Claire Son, Alison E. Baroody & Margaret Osgood Opatz. (2023) Measuring preschool children's engagement behaviors during classroom shared reading: Construct and concurrent validity of the shared reading engagement rating scale. Early Childhood Research Quarterly 64, pages 47-60.
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Syed Hyder Raza Shah, Sehar Naveed & Abdul Ghaffar Madani. (2022) Motivation for Reading the Holy Quran with and without Translation. International Journal of Islamic Thought and Humanities 1:2, pages 66-78.
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Jiajing Li, Ronnel B. King & Chuang Wang. (2022) Adaptation and validation of the vocabulary learning motivation questionnaire for Chinese learners: A construct validation approach. System 108, pages 102853.
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Boram No & Naya Choi. (2022) Writing Development of Children before Entering Primary School: Focusing on Graphomotor Skills and Written Expression. Korean Journal of Child Studies 43:1, pages 47-59.
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Kayhan BOZGÜN & Meltem AKIN KÖSTERELİOĞLU. (2022) İlkokul Dördüncü Sınıf Öğrencilerinin Yazma MotivasyonuWriting Motivation of Primary School Fourth Grade Students. Ana Dili Eğitimi Dergisi 10:1, pages 119-135.
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Monica J. Kowalski, Andrew J. Elliot, Juan Carlos Guzman & Kate Schuenke-Lucien. (2022) Early literacy skill development and motivation in the low-income context of Haiti. International Journal of Educational Research 113, pages 101972.
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Vered Vaknin-Nusbaum & Einat Nevo. (2021) What can children learn from exposure to visual-graphical representations?. Thinking Skills and Creativity 40, pages 100830.
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Caroline Barratt-Pugh, Amelia Ruscoe & Janet Fellowes. (2020) Motivation to Write: Conversations with Emergent Writers. Early Childhood Education Journal 49:2, pages 223-234.
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Einat Nevo, Vered Vaknin-Nusbaum, Sigalit Brande & Linda Gambrell. (2020) Oral reading fluency, reading motivation and reading comprehension among second graders. Reading and Writing 33:8, pages 1945-1970.
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Shulin Yu, Nan Zhou, Yao Zheng, Limin Zhang, Hongjian Cao & Xiaomin Li. (2019) Evaluating student motivation and engagement in the Chinese EFL writing context. Studies in Educational Evaluation 62, pages 129-141.
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Dilek Altun. (2019) Preschoolers’ Emergent Motivations to Learn Reading: A Grounded Theory Study. Early Childhood Education Journal 47:4, pages 427-443.
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Anne-Marie Adams & Fiona R. Simmons. (2018) Exploring individual and gender differences in early writing performance. Reading and Writing 32:2, pages 235-263.
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Frederic Guay, Robert Stupnisky, Michel Boivin, Christa Japel & Ginette Dionne. (2019) Teachers’ relatedness with students as a predictor of students’ intrinsic motivation, self-concept, and reading achievement. Early Childhood Research Quarterly 48, pages 215-225.
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Einat Nevo & Vered Vaknin-Nusbaum. (2017) Enhancing language and print-concept skills by using interactive storybook reading in kindergarten. Journal of Early Childhood Literacy 18:4, pages 545-569.
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Bente Rigmor Walgermo, Njål Foldnes, Per Henning Uppstad & Oddny Judith Solheim. (2018) Developmental dynamics of early reading skill, literacy interest and readers’ self-concept within the first year of formal schooling. Reading and Writing 31:6, pages 1379-1399.
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Bente R. Walgermo, Jan C. Frijters & Oddny Judith Solheim. (2018) Literacy interest and reader self-concept when formal reading instruction begins. Early Childhood Research Quarterly 44, pages 90-100.
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Tuula Merisuo-Storm & Juli-Anna Aerila. 2018. Reading Achievement and Motivation in Boys and Girls. Reading Achievement and Motivation in Boys and Girls
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Steve Dempster, Alice Oliver, Jane Sunderland & Joanne Thistlethwaite. (2016) What has Harry Potter Done for Me? Children’s Reflections on their ‘Potter Experience’. Children's Literature in Education 47:3, pages 267-282.
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Kagan KESKIN Hasan. (2015) The relationships between dimensions of writing motivation and reading comprehension. Educational Research and Reviews 10:7, pages 856-860.
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Allyn Fives, Dan Russell, Norean Kearns, Rena Lyons, Patricia Eaton, John Canavan, Carmel Devaney & Aoife O'Brien. (2014) The association between academic self-beliefs and reading achievement among children at risk of reading failure. Journal of Research in Reading 37:2, pages 215-232.
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Tuula Merisuo-Storm & Marjaana Soininen. (2014) Interesting Reading Materials and Exercises Encourage Also Reluctant Boys to Read. Procedia - Social and Behavioral Sciences 116, pages 2583-2588.
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Dorit Aram, Ofra Korat, Elinor Saiegh-Haddad, Safieh Hassunha Arafat, Ruba Khoury & Jakleen Abu Elhija. (2013) Early literacy among Arabic-speaking kindergartners: The role of socioeconomic status, home literacy environment and maternal mediation of writing. Cognitive Development 28:3, pages 193-208.
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