References
- Allington, R. (2013). What really matters when working with struggling readers. The Reading Teacher, 66(7), 520–530. https://doi.org/https://doi.org/10.1002/TRTR.1154
- Alvermann, D. E., & Heron, A. H. (2001). Literacy identity work: Playing to learn with popular media. Journal of Adolescent and Adult Literacy, 45(2), 118–122. https://www.jstor.org/stable/40014717
- Ary, D., Jacobs, L. C., Sorensen Irvine, C. K., & Razavieh, A. (2010). Introduction to research in education (8th ed.). Cengage Learning.
- Australian Curriculum, Assessment and Reporting Authority. (2015). Australian Curriculum –English. https://australiancurriculum.edu.au/f-10-curriculum/english/
- Australian Curriculum, Assessment and Reporting Authority. (2019). NAPLAN achievement in reading, writing, language conventions and numeracy. National report for 2019. ACARA. https://nap.edu.au/docs/default-source/default-document-library/2019-naplan-national-report.pdf?Status=Temp&sfvrsn=2
- Becker, S., & Kaban, E. (2016). Even superheroes have bad days. Stirling Children’s Books.
- Bezemer, J., & Kress, G. (2008). Writing in multimodal texts: A social semiotic account of designs for learning. Written Communication, 25(2), 166–195. https://doi.org/https://doi.org/10.1177/0741088307313177
- Blabey, A. (2015). Thelma the unicorn. Scholastic Australia.
- Brozo, W. G., Sulkunen, S., Shiel, G., Garbe, C., Pandian, A., & Valtin, R. (2014). Reading, gender, and engagement: Lessons from five PISA countries. Journal of Adolescent and Adult Literacy, 57(7), 584–593. https://doi.org/https://doi.org/10.1002/jaal.291
- Chiu, M. M., & McBride-Chang, C. (2006). Gender, context, and reading: A comparison of students in 43 countries. Scientific Studies of Reading, 10(4), 331–362. https://doi.org/https://doi.org/10.1207/s1532799xssr1004_1
- Clark, C., & Teravainen, A. (2017). Celebrating reading for enjoyment: Findings from our annual literacy survey 2016. National Literacy Trust. https://literacytrust.org.uk/research-services/research-reports/celebrating-reading-enjoyment-findings-our-annual-literacy-survey-2016-report/
- Clark, C. (2015). Children’s and young people’s reading in 2014: Findings from the 2014 National Literacy Trust’s annual survey. National Literacy Trust. https://literacytrust.org.uk/research https://cdn.literacytrust.org.uk/media/documents/2015_05_20_free_research_-_children_reading_2014_OSmeOgX.pdf
- Cummins, J. (2015). Language differences that influence reading development. In P. Afflerbach (Ed.), Handbook of individual differences in reading: Reader, text, and context (pp. 223–244). Routledge. https://doi.org/https://doi.org/10.4324/9780203075562.ch17
- Cunningham, A. E., & Stanovich, K. E. (1993). Children’s literacy environments and early word recognition subskills. Reading and Writing, 5(2), 193–204. https://doi.org/https://doi.org/10.1007/BF01027484
- Davidson, N., & Major, C. H. (2014). Boundary crossings: Cooperative learning, collaborative learning, and problem-based learning. Journal on Excellence in College Teaching, 25(3 and 4), 7–55. https://northweststate.edu/wp-content/uploads/files/boundarycrossings.pdf
- Denzin, N., & Lincoln, Y. (Eds.). (1998). Collecting and interpreting qualitative materials. Sage.
- Drever, E. (2003). Using semi-structured interviews in small scale research: A teacher’s guide. SCRE Centre.
- Duke, N. K., & Pearson, P. D. (2009). Effective practices for developing reading comprehension. Journal of Education, 189(1–2), 107–122. https://doi.org/https://doi.org/10.1177/0022057409189001-208
- Educational Research Institute of America. (2011). A study of the instructional effectiveness of CARS and STARS. Hawker Brownlow Education. http://files.hbe.com.au/downloads/A%20Study%20for%20the%20Instructional%20Effectiveness%20of%20CARS%20and%20STARS.pdf
- Ewing, R. (2018). Exploding some of the myths about learning to read: A review of the research on the role of phonics. NSW Teachers Federation. https://www.alea.edu.au/documents/item/1869
- Fisher, D., & Frey, N. (2018). Raise reading volume through access, choice, discussion, and book talks. The Reading Teacher, 72(1), 89–97. https://doi.org/https://doi.org/10.1002/trtr.1691
- Gambrell, L. (2015). Getting students hooked on the reading habit. The Reading Teacher, 69(3), 259–263. https://doi.org/https://doi.org/10.1002/trtr.1423
- Gee, J. P. (2003). What Video Games Have to Teach Us about Learning and Literacy. Palgrave Macmillan.
- Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105–112. https://doi.org/https://doi.org/10.1016/j.nedt.2003.10.001
- Guthrie, J. T., Hoa, L. W., Wigfield, A., Tonks, S. M., & Perencevich, K. C. (2005). From spark to fire: Can situational reading interest lead to long-term reading motivation? Reading Research and Instruction, 45(2), 91–117. https://doi.org/https://doi.org/10.1080/19388070609558444
- Guthrie, J. T., & Humenick, N. M. (2004). Motivating students to read: Evidence for classroom practices that increase reading motivation and achievement. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 329–354). Paul H Brookes Publishing Co.
- Guthrie, J. T., & Klauda, S. L. (2015). Engagement and motivational processes in reading. In P. Afflerbach (Ed.), Handbook of individual differences in reading: Reader, text, and context (pp. 41–53). Routledge.
- Guthrie, J. T., & Wigfield, A. (2017). Literacy engagement and motivation: Rationale, research, teaching, and assessment. In D. Lapp & D. Fisher (Eds.), Handbook of research on teaching the English language arts (pp. 57–84). Routledge. https://www.routledgehandbooks.com/doi/10.4324/9781315650555.ch3
- Guthrie, J., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In S. Christensen, A. Reschly, & C. Wylie (Eds.), Handbook on research on student engagement (pp. 601–634). Springer. https://doi.org/https://doi.org/10.1007/978-1-4614-2018-7_29
- Hempel-Jorgensen, A., Cremin, T., Harris, D., & Chamberlain, L. (2018). Pedagogy for reading for pleasure in low socio-economic primary schools: Beyond ‘pedagogy of poverty’? Literacy, 52(2), 86–94. https://doi.org/https://doi.org/10.1111/lit.12157
- Kavanagh, L. (2019). Relations between children’s reading motivation, activity and performance at the end of primary school. Journal of Research in Reading, 42(3–4), 562–582. https://doi.org/https://doi.org/10.1111/1467-9817.12284
- Klassen, A. C., Creswell, J., Plano Clark, V. L., Clegg Smith, K., & Meer, H. I. (2012). Best practices in mixed methods for quality of life research. Quality of Life Research, 21(3), 377–380. https://doi.org/https://doi.org/10.1007/s11136-012-0122-x
- Konza, D. (2014). Teaching reading: Why the “Fab Five” should be the “Big Six.” Australian Journal of Teacher Education, 39(39), 153–169. https://doi.org/https://doi.org/10.14221/ajte.2014v39n12.10
- Loh, C. E., Sun, B., & Majid, S. (2020). Do girls read differently from boys? Adolescents and their gendered reading habits and preferences. English in Education, 54(2), 174–190. https://doi.org/https://doi.org/10.1080/04250494.2019.1610328
- Luke, A., & Freebody, P. (1997). Shaping the social practices of reading. In S. Muspratt, A. Luke, & P. Freebody (Eds.), Constructing critical literacies: Teaching and learning textual practice (pp. 185–225). Hampton Press.
- Marinak, B. A., Malloy, J. B., Gambrell, L. B., & Mazzoni, S. A. (2015). Me and my reading profile: A tool for assessing early reading motivation. The Reading Teacher, 69(1), 51–62. https://doi.org/https://doi.org/10.1002/trtr.1362
- McGeown, S., Duncan, L., Griffiths, Y. M., & Stothard, S. E. (2015). Exploring the relationship between adolescents’ reading skills, reading motivation and reading habits. Reading and Writing, 28(4), 545–569. https://doi.org/https://doi.org/10.1007/s11145-014-9537-9
- Merga, M., & Gardiner, V. (2018). The role of whole school literacy policies supporting reading engagement in Australian schools. English in Australia, 53(3), 37–50. https://search.informit.org/doi/10.3316/aeipt.222604
- Ministers’ Media Centre. (2020, November 9). Promising start for national phonics check [Press Release]. Department of Education, Skills and Employment https://ministers.dese.gov.au/tehan/promising-start-national-phonics-check
- Muenks, K., Wigfield, A., & Eccles, J. S. (2018). I can do this! The development and calibration of children’s expectations for success and competence beliefs. Developmental Review, 48, 24–39. https://doi.org/https://doi.org/10.1016/j.dr.2018.04.001
- Muenks, K., Yang, J. S., & Wigfield, A. (2018). Associations between grit, motivation, and achievement in high school students. Motivation Science, 4(2), 158–176. https://doi.org/http://dx.doi.org/10.1037/mot0000076
- Muza, I., & Plavsic, M. (2020). Do male and female students differ in reading attitudes and reading habits? In I. Blažević, N. Tatković, M. Radetić-Paić, M. Diković, I. P. Gortan-Carlin, L. Lazarić, and D. Velan (Eds.), Proceedings of the international scientific conference 18th mate demarin days: New challenges in education (pp. 23–36). Sva prava pridržana. https://fooz.unipu.hr/images/50024554/Zbornik%20radova%2018.%20dana%20Mate%20Demarina.pdf
- Nevo, E., & Vaknin-Nusbaum, V. (2020). Enhancing motivation to read and reading abilities in first grade. Educational Psychology, 40(1), 22–41. https://doi.org/https://doi.org/10.1080/01443410.2019.1635680
- Organisation for Economic Cooperation and Development. (2019). PISA 2018 results (Volume II): Where all students can succeed. https://www.oecd-ilibrary.org/docserver/f56f8c26-en.pdf?expires=1610663751&id=id&accname=guest&checksum=BAB5A98CB489053A1343E845BE53FBFD
- Pahl, K., & Rowsell, J. (2006). Travel notes from the new literacy studies: Instances of practice. Blue Ridge Summit.
- Pantaleo, S. (2012). Middle-school students reading and creating multimodal texts: A case study. Education 3–13, 40(3), 295–314. https://doi.org/https://doi.org/10.1080/03004279.2010.531037
- Parsons, S. A., Malloy, J. A., Ward Parsons, A., Peters-Burton, E. E., & Cohen Burrowbridge, S. (2018). Sixth-grade students’ engagement in academic tasks. The Journal of Educational Research, 11(2), 232–245. https://doi.org/https://doi.org/10.1080/00220671.2016.1246408
- Punch, K. F., & Oancea, A. (2014). Introduction to research methods in education (2nd ed.). SAGE Publications Ltd.
- Saldaña, J. (2013). The coding manual for qualitative researchers (2nd ed.). SAGE Publications Ltd.
- Schaffner, E., & Schiefele, U. (2016). The contributions of intrinsic and extrinsic reading motivation to the development of reading competence over summer vacation. Reading Psychology, 37(6), 917–941. https://doi.org/https://doi.org/10.1080/02702711.2015.1133465
- Scholes, L. (2019). Differences in attitudes towards reading and other school-related activities among boys and girls. Journal of Research in Reading, 42(3–4), 485–503. https://doi.org/https://doi.org/10.1111/1467-9817.12279
- Simpson, A., & Walsh, M. (2017). Multimodal layering: Students learning with iPads in primary school classrooms. In C. Burnett, G. Merchant, A. Simpson, & M. Walsh (Eds.), The case of the iPad: Mobile literacies in education (pp. 67–85). Springer.
- Small, M. L. (2011). How to conduct a mixed methods study: Recent trends in a rapidly growing literature. Annual Review of Sociology, 37(1), 57–86. https://doi.org/http://doi.org/10.1146/annurev.soc.012809.102657
- Smith, J. K., Smith, L. F., Gilmore, A., & Jameson, M. (2012). Students’ self-perception of reading ability, enjoyment of reading and reading achievement. Learning and Individual Differences, 22(2), 202–206. https://doi.org/https://doi.org/10.1016/j.lindif.2011.04.010
- Snow, C. E., & Matthews, T. J. (2016). Reading and language in the early grades. The Future of Children, 26(2), 57–74. https://doi.org/https://doi.org/10.1353/foc.2016.0012
- Snowling, M. J., & Hulme, C. (2014). Closing a virtuous circle: Reciprocal influences between theory and practice in studies of reading intervention. Journal of Research on Educational Effectiveness, 7(3), 300–306. https://doi.org/https://doi.org/10.1080/19345747.2014.925307
- Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360–407. https://doi.org/https://doi.org/10.1598/RRQ.21.4.1
- Sullivan, A., & Brown, M. (2013). Social inequalities in cognitive scores at age 16: The role of reading. Centre for Longitudinal Studies. https://cls.ucl.ac.uk/wp-content/uploads/2017/04/CLS-WP-2013-10-.pdf
- Taboada Barber, A., & Klauda, S. L. (2020). How reading motivation and engagement enable reading achievement: Policy implications. Policy Insights from the Behavioral and Brain Sciences, 7(1), 27–34. https://doi.org/https://doi.org/10.1177/2372732219893385
- Toshalis, E., & Nakkula, M. (2012). Motivation, engagement, and student voice. Students at the Center Series, Jobs for the Future. https://jfforg-prod-new.s3.amazonaws.com/media/documents/Motivation_Engagement_Student_Voice_0.pdf
- Turner, J., & Paris, S. G. (1995). How literacy tasks influence children’s motivation for literacy. The Reading Teacher, 48(8), 662–673. https://www.jstor.org/stable/20201530
- Usher, E. L., Li, C. R., Butz, A. R., & Rojas, J. P. (2019). Perseverant grit and self-efficacy: Are both essential for children’s academic success? Journal of Educational Psychology, 111(5), 877–902. https://doi.org/https://doi.org/10.1037/edu0000324
- Vaknin-Nusbaum, V., Nevo, E., Brande, S., & Gambrell, L. (2020). Reading and writing motivation of third to sixth graders. Reading Psychology, 44(1), 44–70. https://doi.org/https://doi.org/10.1080/02702711.2019.1674435
- Victorian Curriculum and Assessment Authority. (n.d.) The Victorian curriculum. State Government of Victoria. https://victoriancurriculum.vcaa.vic.edu.au/
- Vyond. (2007). GoAnimate [Computer software]. https://www.vyond.com/
- Wiersma, W. (2000). Research methods in education: An introduction (7th ed). Allyn and Bacon.
- Wigfield, A., Gladstone, J. R., & Turci, L. (2016). Beyond cognition: Reading motivation and reading comprehension. Child Development Perspectives, 10(3), 190–195. https://doi.org/https://doi.org/10.1111/cdep.12184
- Wigfield, A., Guthrie, J. T., Tonks, S., & Perencevich, K. C. (2004). Children’s motivation for reading: Domain specificity and Instructional influences. The Journal of Educational Research, 97(6), 299–310. https://doi.org/https://doi.org/10.3200/JOER.97.6.299-310