Our article published in Review of Educational Research—A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K-12 Students—is now available open access on the journal website.
In this study, we note a significant and robust relation between motivation and reading. We also find that this association is moderated (or influenced) by the type of motivation construct being measured. Finally, we report evidence for the bidirectional nature of the relation between reading and motivation, suggesting that earlier reading is stronger predictor of later motivation than earlier motivation is of later reading. You can download the article for free on the RER website.
