Reading Motivation and Reading Achievement across Orthographies
Project MotivO aims at investigating and comparing motivational aspects of reading achievement across orthographies (German vs. Hebrew). Within the context of a cooperation project, German and Israeli 2nd and 4th Graders will be compared regarding their reading motivation and reading achievement in a cross-language research design to detect positive or negative feelings towards reading as well as changes across time.
Project MotivO aims at investigating and comparing motivational aspects of reading achievement across orthographies (German vs. Hebrew) within a binational cooperation project between IDeA/DIPF in Germany and the Western Galilee College in Israel.
Reading motivation plays an important role in reading achievement. Furthermore, the orthographic depth of the language (i.e., transparent vs. deep orthographies differing in the consistency of their letter-to-sound-correspondences) significantly affects the reading acquisition. If children can validly evaluate their reading performance, positive or negative feelings towards reading can develop. This can already happen during the early stages of reading acquisition and can affect future reading performance.
The main research goals of the MotivO project are to better comprehend the relationship between reading motivation and reading achievement across orthographies as well as to detect possible changes across time in a cross-language comparison. We focus on comparing German children’s reading motivation and reading achievement in Grade 2 and Grade 4 to data from Hebrew speaking peers. The results of this experimental pilot study will be the foundation for a grant proposal, initiating a continuing collaboration between Germany and Israel.
07/2022 – 06/2023