The Critical Link Between Intrinsic Motivation and Reading Competence in Pupils

We know that intrinsic motivation and reading competence are connected. But which comes first? Is intrinsic motivation a factor in pupils' reading success? Or do they become interested in reading because they excel at it?

Today, researchers state the connection goes both ways. Students who are intrinsically motivated will become better readers. And students with stronger reading skills will find it easier to motivate themselves to open—and finish—challenging books. The downside? According to Miyamoto, Pfost, and Artelt, the same connection exists for weak reading skills and a lack of motivation. This downward spiral is a key reason why the connection between children's reading attitudes and achievement can be so difficult to break once it starts.

Miyamoto, Pfost, and Artelt went beyond uncovering this link, and studied how to fix the problem. They found strategies to support struggling readers, including speakers of other languages. Read on to learn more about their findings and to find a simple list of strategies to utilize with your own rising readers.

Understanding the Link Between Intrinsic Motivation and Reading Competence

Research has always shown a link between intrinsic motivation and reading ability. However, the reason behind this link was unknown for a long time.

• Some studies showed that self-motivated students perform better in reading.
• Others showed that strong reading skills lead to increased motivation.

Researchers struggled to agree on which factor influenced the other. Miyamoto, Pfost, and Artelt made it clear that intrinsic motivation can lead to improved reading skills, but those same skills can also lead to more motivation. Understanding these reading motivation dimensions: relation to behavior and competence is vital for any educator looking to foster a love for books.

They weren’t satisfied with simply holding an answer, however. They wanted to understand how this result works in practice, so they observed students over a significant period of time. They also considered other factors in their research, such as students’ reading time and migration/language learning needs.

Reading Competence in Migrant VS Native Students

Miyamoto and colleagues tracked 4,619 primary students between 10 and 12 years old for a period of three years. Approximately 712 participants came from families where one or both parents were migrants or born abroad. Nearly half of these students spoke only their mother tongue at home.

Image of a bar chart comparing reading comprehension scores between native and migrant students over a three-year period

The researchers assessed all students' reading comprehension and motivation. Students were also asked to estimate their daily reading time. What they found was that reading skills at age ten were a good predictor of reading motivation two years later, with stronger readers being more driven. This link remained strong for native learners, but not for those from migrant backgrounds. Despite their high motivation, they lacked reading skills compared to their native peers. For them, more motivation didn’t lead to better reading skills.

Core Principles: Motivation, Reading Habits, and How They Impact Students

Research shows that student motivation is closely linked to reading habits. However, for EFL students, this relationship is weaker than expected. In some cases, EFL students who read more showed no improvement in reading comprehension even a year later.

Researchers believe this may be due to a lack of appropriately challenging reading material for weaker readers. Even when students are motivated to read, progress is limited if the texts are too simple. This highlights why evidence-based insights on print exposure: entice pupils to read more must focus not just on the amount of reading, but on the quality and level of the books provided.

In this context, researchers describe what is known as the ambition–performance conundrum: pupils aspire to achieve more than their current skills allow. While frequent reading is beneficial, it must be paired with diverse, appropriately challenging materials. Prioritizing intrinsic motivation and skill development is especially crucial for weak readers. One effective way to bridge this gap is through thematic reading instruction: the key to unlocking reading motivation, which provides the necessary context to help students tackle more complex texts.

Classroom Strategies to Boost Reading Skills in Motivated Pupils

Start by teaching kids how fun books can be, and how much they can learn between the pages. Then, use these three tips to take things a step further:

• Pay extra attention to your speakers of other languages: These kids are often motivated to read and learn, but they also need additional support. Help them find books that fit their interests and skill levels.
• Support students in finding books that challenge their reading skills slightly: The more interesting the topic, the better. Engaging content will encourage kids to work hard to improve their reading skills.
• Give your EFL kids books in English: Encourage them to take them home to ensure they’re working on English reading both inside and outside of the classroom.

Key Takeaways: The Interplay of Reading Skills and Motivation

• Reading skills and motivation strengthen each other.
• Just because students enjoy reading doesn’t always mean they’ll improve their skills. They may be choosing books that are too easy for advancement.
• Customisation is crucial when it comes to encouraging reading.
• Migrant students need individualized support to keep up with their native peers’ reading progress.

Also read: Behind the Research: 7 Eye-Opening Text Comprehension Studies Analyzed