Journal article

Does Family Make a Difference? : Mid-Term Effects of a School/Home-Based Intervention Program to Enhance Reading Motivation

HEP|PH FR

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    2012
Published in:
  • Learning & Instruction. - 2012, vol. 22, no. 2, p. 79-91
English This study examined the effects of a school/home-based intervention program designed to enhance the reading motivation of Swiss fourth graders (N = 713). In order to identify the specific contribution of the home environment, the program was implemented in one group without (S group = school-based, N = 244) and in one group with (SH group = school/home-based, N = 225) parental participation. The intervention, which was based on the principles of Self-Determination Theory (SDT, Deci & Ryan, 2002), lasted one school year, with a follow-up assessment 5 months later. Effects of the treatment were investigated in a pretest–posttest control group design. Multilevel analyses showed that the school/home-based intervention had significant effects on reading motivation, and that these effects were still detectable at 5-month follow-up. The effects at follow-up differed significantly from those of the school-only intervention. The findings highlight the important role of the family in the sustained promotion of reading motivation.
Faculty
HEP|PH FR
Language
  • English
Classification
Education, teaching
License
License undefined
Identifiers
  • RERO DOC 235586
Persistent URL
https://folia.unifr.ch/unifr/documents/312510
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