Abstract

Motivation and engagement play a crucial role in literacy development and achievement. However, the construct of reading engagement has become blurred and ambiguous, both in research and in discussions of practice. In order to guide future research and to extend our existing understanding of reading engagement into classroom practice, this study presents an extensive survey and systematic analysis of prior studies of reading engagement. Selection criteria resulted in the identification of 60 data-based articles published in 12 peer-reviewed journals through 2019. Over the period examined, there was a steady increase in the number of studies reported, especially since 2011. The early adolescent group was studied the most frequently, and the most popular technique involved observations and interviews. In terms of the definition of reading engagement, only 42% of the studies explicitly defined the term. Many studies have focused on the behavioral dimensions and antecedents for reading engagement, while others explored reading engagement as an aptitude. Although this review did not support a single interpretation of reading engagement as either an aptitude or an event, the resulting discussion broadens perspectives for reading engagement research.

摘要

动机和参与在扫盲发展和成就中起着至关重要的作用。然而，无论是在研究还是在实践讨论中，阅读参与的构建都变得模糊不清。为了指导未来的研究并将我们对阅读参与的现有理解扩展到课堂实践中，本研究对先前的阅读参与研究进行了广泛的调查和系统分析。筛选标准确定了 2019 年之前在 12 种同行评审期刊上发表的 60 篇基于数据的文章。在审查期间，报告的研究数量稳步增加，尤其是自 2011 年以来。最常见和最流行的技术涉及观察和访谈。在阅读参与的定义方面，只有 42% 的研究明确定义了该术语。许多研究侧重于阅读参与的行为维度和前因，而其他研究则将阅读参与作为一种能力进行探索。虽然这篇综述不支持将阅读参与作为一种能力或事件的单一解释，但由此产生的讨论拓宽了阅读参与研究的视角。