Project MotivO
Reading motivation and reading performance in different orthographies
The MotivO project aims to analyse and compare motivational factors in reading performance between different orthographies (German vs. Hebrew). As part of a collaborative project, results on reading motivation and reading performance of children in grades 2 and 4 will be collected across languages. In this way, the development of positive or negative attitudes towards reading and changes over time can be recorded.
The MotivO project aims to investigate and compare motivational factors of reading performance between different orthographies (German vs. Hebrew) through a transnational cooperation project between the IDeA Centre/DIPF in Germany and the Western Galilee College in Israel.
Reading acquisition is influenced by a number of factors. Among them, the language in which reading is learned (transparent vs. non-transparent orthographies, which differ in their grapheme-phoneme correspondences) and the motivation to read play a central role. As soon as children are able to evaluate their reading performance, positive or negative attitudes and feelings towards reading can develop. This can happen in the early stages of learning to read and can influence future reading performance.
The main focus of the MotivO project is therefore the cross-lingual investigation of the relationship between reading motivation and reading performance and possible changes over time in German and Israeli children in grades 2 and 4. The results of this pilot study will be used as the basis for an application for third-party funding to continue the German-Israeli cooperation in the long term.
Cooperation partners
Dr Einat Nevo, Western Galilee College, Israel
Prof Dr Vered Vaknin-Nusbaum, Western Galilee College, Israel
Funding
