DESIGNING CONTEXTS TO INCREASE MOTIVATIONS FOR READING

We examine characteristics of classroom contexts that influence motiva tions for reading. We frame the discussion in terms of design principl es. First, we propose several general criteria that a set of design pr inciples should meet if the set is to be sufficient to increase long-t erm motivations for reading. Next, we propose 8 principles derived fro m research on motivational and cognitive processes, instructional rese arch, and classroom innovations. These design principles relate to (a) conceptual themes, (b) real-world interactions, (c) self-direction, ( d) interesting texts, (e) social collaboration, (f) self-expression, ( g) cognitive strategy instruction, and (h) curricular coherence. We co nstructed these design principles from sets of design principles offer ed by psychologists and educators, our studies, and a literature revie w we conducted. In particular, we note problems of underspecification typical of psychologists' proposed sets of principles and problems of overspecification typical of educators' designs. We conclude with sugg estions for needed research on classroom contexts for increasing stude nts' motivations for reading.