Motivation+-+LEE+234

Elementary Reading Attitude Survey - McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. //The Reading Teacher//, 626-639.
 * The ERAS can be given to an entire class in a matter of minutes, but it is important that the administration reflect as closely as possible the procedure used with the norming group. The administration procedures are presented in the "Directions for Use" information that accompanies the instrument itself. This process involves first familiarizing students with the instrument and with the purposes for giving it. The teacher next reads the items aloud twice as the students mark their responses.

Reading Connects Questionnaire - http://www.literacyintervention.org/documents/MRQ.pdf
 * The //Thinking Reader// Study examines the impact of an interactive computer-based program on reading achievement. The goal of the program is to help advance literacy development, especially comprehension and vocabulary skills, among middle-grades students. The software uses digital versions of nine popular, multicultural, award-winning novels read online in an interactive environment.

Motivation to Read Profile - Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing motivation to read. //The Reading Teacher//, //49//(7), 518-533.
 * The MRP consists of two basic instruments: the REading Survey and the Conversational Interview. The Reading Survey is a self-report, group-administered instrument, and the Conversational Interview is designed for individual administration. The survey assesses two specific dimensions of reading motivation, self-concept as a reader and value of reading; the interview provides information about the individual nature of students' reading motivation, such as what books and stories are most interesting, favorite authors, and where and how children locate reading materials that interest them most.