In this article, we review research on children's motivation to read and its relation to their reading comprehension. We begin by discussing work on the development of school motivation in general and reading motivation in particular, reviewing studies showing that many children's motivation to read declines over the school years. Motivation to read tends to differ by gender—with girls motivated more positively to read than boys. It also differs by ethnicity, in more complex ways. Over the last 15 years, researchers have identified instructional practices that boost students' motivation to read and their reading comprehension. Researchers should build on this work by developing and studying programs among children of different ages to identify effective classroom‐based instructional approaches that motivate reading and use a variety of narrative and informational materials.

中文翻译：

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超越认知：阅读动机和阅读理解。

在本文中，我们回顾了有关儿童阅读动机及其与阅读理解之间关系的研究。我们首先讨论有关学校动机发展的工作，尤其是阅读动机的发展，回顾研究表明许多孩子的读书动机在学年中下降。读书动机往往因性别而异，女孩的读书动机比男孩更积极。在种族上，它也以更复杂的方式有所不同。在过去的15年中，研究人员发现了可以提高学生阅读动机和阅读理解能力的教学实践。