Setting up a Reading Motivator in the Digital Age: introducing New Approaches of Reading for Pleasure Pedagogy in Primary Schools (MORE)
Reading literacy and reading motivation are declining (see, e.g., PISA, PIRLS). This among others translates into lower learning achievement and increasing disparities among reading achievement. Students perceive reading as something related to learning and grades, not pleasure. Reading is too often taken as something compulsory and not as a joyful leisure activity. This needs to be changed by putting more emphasis on reading for pleasure as this is the most important factor in enhancing reading skills and motivation. Reading for pleasure ensures a positive attitude and self-concept towards reading. It is a prerequisite for high learning achievement, lifelong learning, and sociocultural participation. There is a positive relationship between reading frequency, reading enjoyment, and reading achievement. Students who enjoy reading have higher academic attainment than those who do not (see, e.g., PISA 2016). Reading for pleasure also has emotional and social effects and is more important for educational success than family socioeconomic status (OECD, 2002). Reading for pleasure also leads to better text comprehension, and grammar skills,, and increases general knowledge.
