Browsing by Subject "Reading"
Now showing 1 - 20 of 34
- Results Per Page
- Sort Options
Item Amy Gentry Lecture(2015-09-17) Curtis, Brandon K.Item Beyond individual tests : the effects of children's and adolescents’ cognitive abilities on their achievement(2017-08) Caemmerer, Jacqueline Marie; Keith, Timothy, 1952-; Carlson, Cindy I; Cawthon, Stephanie W; Reynolds, Matthew RStudents’ performance across several tests, including both cognitive and achievement tests, is often analyzed together to better understand their learning. This analysis is guided by the assumption that there are specific relations between students’ cognitive abilities and their reading, writing, and math skills. The research supporting this assumption is limited because cognitive-achievement research findings are mostly based on a single test, the Woodcock-Johnson tests (McGrew & Wendling, 2010), and previous studies involve analyzing a single intelligence and achievement test in isolation. Thus, findings are limited to the specific tests that are included in those analyses, and are not necessarily generalizable across other tests. Research that incorporates multiple intelligence and achievement tests, cross-battery analyses, can better address questions about the broader influences of children’s cognitive abilities on their achievement. Such cross-battery research can extend psychologists’ understanding of how intelligence and achievement relate beyond the test-level to the construct level. Six intelligence tests (KABC-II, WJ III, WISC-III, WISC-IV, WISC-V, and DAS-II) and three achievement tests (KTEA-II, WIAT-II, WIAT-III) were analyzed in a cross-battery cognitive-achievement analysis in the current study. Data were derived from seven of the tests’ standardization or linking samples; participants were 3,930 children and adolescents aged 6 to 16. In order to simultaneously analyze several tests a planned missingness approach and structural equation modeling were used. Six broad abilities (Gc, Gf, Gv, Gsm, Gs, and Glr) and g were modeled as latent variables; each broad ability latent variable was indicated by 7 – 14 subtests. Results suggest Gf and g were perfectly correlated and it was impossible to separate the two abilities statistically. The cognitive abilities were predictors of three achievement skills (basic reading, broad writing, and broad math), which were indicated by four to six subtests. Findings indicated Gc influenced all three academic skills; Gsm and Glr influenced basic reading and broad writing; Gs influenced broad writing and broad math; Gf exerted a significant effect on broad math; and Gv was not significantly related to any academic skill. Significant cognitive-achievement relations have implications for diagnostic decision-making regarding specific learning disabilities, assessment planning, and educational recommendations.Item Comprehension instruction in second grade classrooms : investigating pedagogical practices that support comprehension acquisition(2012-05) Beutel, Denise Duncan; Maloch, Beth; Worthy, Jo; Shallert, Diane; Fairbanks, Colleen; Field, SherryThe purpose of this qualitative study was to examine the ways in which teachers scaffold students’ acquisition of reading comprehension skills. This semester-long study employed ethnographic methods of data collection, including classroom observations, teacher interviews, and video and audio recordings of classroom events. Data was analyzed using the constant comparative method as described by Strauss and Corbin (1990) and discourse analysis, informed by Mercer (1987). Two case studies offer detailed portraits of the nature of comprehension instruction in second grade classrooms. Findings indicate that teacher directed scaffolding of comprehension strategies and a classroom environment that supported engagement and understanding of text afforded young readers opportunities to acquire strategies that assist in making meaning from text. Study findings also suggest that a continuum of support within teacher-led lessons provided the students occasions to observe and to participate in comprehension strategy use in a supportive context. This study offers insight on pedagogical practices that support young readers in acquiring comprehension skills and strategies.Item Developing a screening measure for at-risk and advanced beginning readers to enhance response-to-intervention frameworks using the Rasch model(2011-12) Weisenburgh, Amy Boward; Vaughn, Sharon, 1952-; Dodd, Barbara Glenzing; Linan-Thompson, Sylvia; O'Reilly, Mark; Rieth, HerbThe Rasch model was employed to analyze the psychometric properties of a diagnostic reading assessment and then create five short forms (n = 10, 16, 22, 28, 34 items) with an optimal test information function. The goal was to develop a universal screening measure that second grade teachers can use to identify advanced and at-risk readers to enhance Response-to-Intervention frameworks. These groups were targeted because both will need differentiated instruction in order to improve reading skills. The normative dataset of a national reading test developed with classical test theory methods was used to estimate person and item parameters. The measurement precision and classification accuracy of each short form was evaluated with the second grade students in the normative sample. Compared with full bank scores, all short forms produced highly correlated scores. The degree to which each short form identified exceptional readers was also analyzed. In consideration of classification accuracy and time-efficiency, the findings were most robust for the 10-item form.Item Dichotomizing spelling errors to examine language and executive function abilities in children at risk of reading failure(2011-08) Kayser, Kimberly Anne; Nussbaum, Nancy; Carlson, Cindy I., 1949-; Allen, Greg; Beretvas, Tasha; Lasater, LisaSubstantial evidence emphasizing the importance of linguistic systems in reading acquisition, as well as emerging literature identifying the contribution of executive function to linguistic-based difficulties, underscores the importance of clarifying the neurocognitive mechanisms affecting reading performance. Research demonstrating the interrelationship between reading and spelling, coupled with neurocognitive theories of spelling, suggests that analysis of children’s spelling attempts may capture more subtle differences in their understanding of how to decode text. This study aimed to determine the utility of applying a spelling error analysis system as a method for differentiating between reading difficulties resulting from executive dysfunction or language deficits in a sample of children at risk for reading failure. The present study examined the relationship between executive function, language, and spelling achievement in a sample of 82 children aged 6-15 years identified as having a reading deficit and/or diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Hierarchical regression analyses indicated language-based skills, particularly word reading, and age significantly predicted the phonemic equivalency of misspellings. Tasks of executive functioning were not found to significantly contribute to performance on phonological spelling; however, analysis of group differences suggest that ADHD and Reading Deficit groups demonstrated unique cognitive profiles, including distinct performances on executive functioning tasks. Exploratory analyses also revealed that ADHD and Reading Deficit groups differed significantly in phonological spelling performance. Results from the current study provide evidence for the presence of two distinct underlying cognitive processes affecting spelling and, in effect, reading. Current findings have implications for the need to further examine characteristic deficits in language and executive functioning affecting children at risk for reading failure. Findings also provide support for the validity of further investigating the potential to infer differential diagnostic categories using a phonological spelling analysis. The use of an analysis of spelling errors as a diagnostic data source holds promise for a better understanding of reading failure and, ultimately, may contribute to more effective intervention practices.Item Effects of an intensive reading intervention on reading outcomes for adolescent English learners with disabilities and comprehension deficits(2017-12) Williams, Kelly Jean; Vaughn, Sharon, 1952-; Roberts, Greg; Cooc, North; Toste, Jessica; Barnes, MarciaEnglish Learners with disabilities (ELSWDs) in both eighth and twelfth grades scored significantly lower on the 2015 NAEP reading assessment than English Learners (ELs) only or students with disabilities (SWDs) only. Despite this, there is limited evidence on how to improve reading outcomes through reading interventions for adolescent ELSWDs. The purpose of this quasi-experimental study was to examine the effects of an intensive, year-long reading intervention, the Reading Intervention for Adolescents (RIA), on reading outcomes (word reading, vocabulary, and comprehension) for ninth grade ELSWDs (n = 95) with deficits in reading comprehension and to determine if the effects of the intervention varied by limited English proficiency (LEP) status (current versus former). Participants assigned to RIA received the intervention for the entire ninth-grade school year, while students in the comparison condition participated in electives such as band, chorus, or computer. Phase I of the intervention focused on advanced word study, fluency, vocabulary, and comprehension, while Phase II of the intervention emphasized vocabulary and comprehension, as well as the application of the strategies learned in Phase I with science and social studies texts. Participants were assessed at pre- and post-intervention on measures of real and pseudoword reading, comprehension, and vocabulary. After using analysis of covariance to test for treatment effects and controlling for false discovery rate, there were no significant differences between the RIA treatment and the comparison groups. Small effects were observed on measures of word reading, comprehension, and proximal vocabulary, and Hedge’s g values ranted from 0.08 to 0.40. There were also not significant differential effects of the intervention for students currently identified as LEP versus students formerly identified as LEP. Findings from this study confirm previous research with ELSWDs, in that it is difficult to improve vocabulary and comprehension for this population of students.Item The effects of morphological awareness training on reading : a systematic review(2011-05) Fink, Tamara Caryl; Sheng, Li, Ph. D.; Bedore, LisaThe results of 17 peer-reviewed studies utilizing morphological intervention were evaluated and compared in this meta-analysis. Participants included children from preschool to ninth-grade studying deep alphabetic, shallow alphabetic, or logographic (i.e., Chinese) orthographies. Cohen’s d was calculated to examine the effects of training on reading outcomes. Effects were analyzed according to child factors (ability level and age), intervention factors (agent, duration, frequency, setting, and group size), and orthographic factors. Additionally, effects were analyzed according to linguistic level (morphological, phonological, lexical, and supralexical) as well as group (experimental treatment group versus control group; experimental treatment group versus alternative treatment group) for the ability level, age, and orthography comparisons. Results indicate that (a) morphological training generally benefits students regardless of ability level and age; however, effectiveness varies per linguistic level, (b) with proper training and scaffolding, a variety of instructors can effectively implement morphological intervention, (c) the push-in school setting is generally the most effective setting, although gains were seen across all settings, (d) treatment was most effective when offered to individuals or large groups, (e) morphological intervention yield the greatest gains when lasting longer than one month, (f) it is effective for all types of orthographies.Item Enhancing reading comprehension in upper-elementary English language learners : a review(2012-05) Nowadly, AmandaJoe Sullivan; Peña, Elizabeth D.; Sheng, LiThe effects of comprehension-strategy based and decoding/fluency-based reading interventions on the reading comprehension skills of upper-elementary English language learners (ELLs) were evaluated in this review. Nine studies assessing the efficacy of ten interventions were systematically reviewed. Findings showed that comprehension strategy-based interventions were associated with positive gains in reading comprehension, while decoding and fluency-based interventions were not. Support was shown for direct instruction with guided and independent practice, large group discussions, and small-group student-led discussions. Support was also shown for the use of the following comprehension strategies: summarizing the text, identifying the main idea, making personal connections to the text, monitoring vocabulary comprehension, making predictions, asking questions, and visualizing.Item Evidence based practice for adolescent reading comprehension instruction : a guide for SLPs in an expanded school role(2015-05) Mussmann, Jacob Ryan; Booth, James R.; Franco, JessicaFollowing a brief description of the adolescent reading comprehension problem in the U.S., this paper presents five evidence based practices (EBP) sufficient to begin addressing the problem on a large scale. The five intervention practices are as follows: 1) explicit vocabulary instruction, 2) explicit comprehension strategy instruction, 3) extended discussion opportunities, 4) motivation and engagement promotion, and 5) intensive and individualized intervention. The first four are recommended for all students within the context of general content courses such as science and history. The fifth should be a supplemental practice for students who persistently fail to exhibit comprehension improvements from the first four. Research suggests that a combination of these practices can result in improved reading comprehension for both students with typical development (TD) and those with a learning disorder (LD). Unfortunately, the research is limited in that the optimal sequence, intensity, subcomponents, and weighting of these practices has yet to be determined. Furthermore, much of the literature, particularly with respect recommendations 2-4, includes few studies with norm-referenced reading comprehension outcome measures. Consequently, it is difficult to make any strong conclusions with respect to long-term maintenance or generalization effects. Also, the abundance of researcher-developed outcomes often inflates effect sizes and limits the ability to make valid between-study comparisons in meta-analyses. Future research efforts should focus on building upon the 5 EBP foundation and filling in the considerable literature gaps within this foundation. Meanwhile, SLPs in their expanded secondary school role should use their language expertise to evaluate students’ literacy strengths and weaknesses in order to create individualized reading profiles that will help determine which combination of the 5 EBPs will be most efficacious.Item Examining the role of phonological awareness, speech-based phonological recoding, and orthographic processing on reading development in deaf bilinguals of ASL and English(2021-12-03) Cooley, Frances Grosvenor; Quinto-Pozos, David; Meier, Richard P; Schotter, Elizabeth; Llanos, Fernando; Singleton, JennyThis dissertation targets the role of speech-based phonology on reading development in deaf and hard of hearing (DHH) children. Researchers have long debated the role of spoken language phonics knowledge and phonological awareness on reading development in DHH children without access to speech sounds (Allen et al., 2009; Wang et al., 2008). Phonological awareness, which is the metalinguistic awareness of basic units of speech and the ability to consciously manipulate the linguistic units within words and sentences (Castles & Coltheart, 2004; Liberman & Shankweiler, 1985; Wagner & Torgesen, 1987), relates to reading skill in typically developing hearing children (Goswami & Bryant, 1990). Hearing readers of orthographic scripts begin reading by sounding out words and is dependent on the association between graphemes and speech sounds. However, our understanding of the processes by which DHH children read is vague at best as some investigations have shown a positive association between reading and spoken language phonological awareness in DHH children (Campbell & Wright, 1988; Dyer et al., 2003), while others have failed to find such a correlation (Izzo, 2002; Kyle & Harris, 2006; Leybaert & Alegria, 1993; Miller, 1997). I test the degree to which speech-based codes are active in adolescent DHH readers who grew up with robust exposure to a signed language thought childhood and school. Chapter 1 provides an overview of the relevant literature pertaining to the two reported studies. Chapter 2 discusses phonological awareness of speech and sign, as well as a variety of approaches to testing phonological awareness. Within this Chapter I introduce the methodology and results from the first half of the first study. Chapter 3 will then introduce eye-tracking and reading, as well as the eye-tracking results from the first study. Chapter 4 describes the last study of the dissertation, which tests the impact of spelling knowledge and speech-based homophony on reading and lexical decision tasks in DHH students. Finally, Chapter 5 provides a discussion of the three content Chapters together.Item Implementing effective school practices for secondary English language learners : implications for leaders(2013-05) Hester, Debra Cantu; Cantú, Norma V., 1954-In 1999, Texas Legislature mandated the Student Success Initiative to ensure all eighth grade students are on grade level in reading and mathematics. Although progress is evident, the achievement gap for English language learners remains. The purpose of this case study was to explore effective school practices that lead to closing the achievement gap. This qualitative study applies the two core functions of leadership for exercising influence and providing direction to answer the research question: How do the core functions of school leadership practices for implementing the Student Success Initiative requirements vary between English language learners and non-English language learners in high and low-performing middle schools? The comparison between the high-performing school and low-performing school brought forth key findings and identifies school practices for supporting secondary English language learners. The key findings for exercising influence on teachers were: 1) Effective school practices that influence teacher knowledge on how to identify students and their needs include: a) conducts a needs assessment.; b) analyze data; c) create differentiated ESL programs, d) place diverse groups of ELLs in differentiated ESL programs. 2) Effective school practices to influence teachers how to intervene include: a) accept teacher input and follow through on requests when planning interventions, b) target intervention needs; c) create differentiated interventions. 3) Effective school practices to influence teachers how to monitor include: a) analyze multiple types of data, b) measure student reading growth; c) measure student language proficiency, d) conduct walkthroughs to observe students. The key findings for providing direction to teachers established the following practices: 4) Effective school practices to provide direction to identify students and their needs include, a) develop and implement a school wide intervention plan, b) create a master schedule to implement differentiated ESL programs; c) model how to disaggregate data, d) develop and implement an individual plan for ELLs. 5) Effective school practices to provide direction to intervene include: a) assign ESL teacher to intervention groups, b) use data to drive intervention planning, c) measure growth in language and literacy, d) provide daily interventions, e) integrate language and literacy interventions in lessons. 6) Effective school practices to provide direction to teachers for monitoring include: a) measure growth of literacy and language development, b) triangulate multiple types of data, c) review intervention lessons during walkthroughs, e) provide daily interventions specific to student needs.Item The influence of video on reader response: incorporating mulitmedia with literacy instruction(2004) Ward, Tamara Jean; Fairbanks, Colleen M.; Immroth, Barbara FrolingRecent research has explored the effects on literacy of using multimedia presentations that actively integrate text and visuals; however, the potential effect of media use on reader response is largely unexplored. Due to expanding use of multimedia, it is important to understand how video can best be incorporated into literacy teaching. The purpose of this study was to investigate how a video version of a book influences students’ oral and written response to a story by being administered either before, in the middle, or after a teacher reads the book aloud. The participants for this study included students and teachers from three fourth- grade classrooms in a single school. Fifty students from generally low-income families participated by (1) completing two surveys about their reading and video viewing preferences, (2) completing an attitude survey following each of the three treatments (before, middle, after), and (3) keeping a response journal for each book and video. The three teachers were interviewed twice, once following the first treatment and again at the study’s completion. Using both quantitative and qualitative methods allowed statistical analysis of data pertaining to the qualitative nature of student journal responses while concurrently investigating students’ and teachers’ perspectives on the comparative value of video use before, in the middle, or after a teacher reads a book aloud. The findings from pre/post surveys and post treatment attitude measures clearly suggest that the students preferred to see the videos before they heard the books. They felt that viewing videos beforehand helped them to better understand the stories. The findings from the response journal analysis suggest that reading/viewing sequence does not make a difference in terms of either the quantity or quality of journal responses. All three teachers thought the videos and response journals enhanced the literacy instruction of the books, and all perceived that the videos’ visual representations of the books helped students to better understand the stories.Item Investigating the role of phonological awareness on phonological recoding during reading in deaf children(2018-06-19) Cooley, Frances Grosvenor; Quinto-Pozos, DavidThis study uses eye-tracking to investigate the role of phonological awareness on phonological recoding during reading in deaf and hard-of-hearing (DHH) children who predominantly use sign language as compared to typically hearing children. Phonological recoding is one of the earliest strategies employed in reading, in which the reader maps each grapheme directly to the corresponding speech sound of the language (Jared, Levy, Ashby, and Agauas, 2015). Many DHH children struggle with reading, and the severity of the delays in some children increase with age. Although there are a few studies examining the eye-patterns during reading in DHH adults, there are considerably fewer studies examining phonological recoding and the role of phonological awareness during reading in DHH children (Belanger, Baum, and Mayberry 2011; Belanger, Rayner, and Mayberry, 2013). This study will be testing influence of the visual language signal on reading in deaf children. I compare phonological awareness skills of English, ASL, and mouthing gestures to reading fluency, measured via eye-movement patterns when reading a sequence of sentences an eye-tracker. Sentences are manipulated to target phonological recoding during reading by altering target words embedded in the sentence in three experimental conditions: no change, homophone foil, and spelling control (Jared et al. 2015). Preliminary results indicate that deaf signers are proficient readers and seemingly rely on ASL skills to read. In addition, I suggest that deaf signers do not participate in phonological recoding.Item It became somehow personal(2017-05) Belflower, Kimberly Grace; Dietz, Steven; Engelman, LizThis thesis explores the inspiration and development of my two plays, Lost Girl and Gondal, and how those two processes mirror my own personal inspiration and development in graduate school. I will examine the relationship between my personal and artistic selves as the central pillar in my artmaking. As a framework for inquiry, I will also explore the work I’m writing in conversation with: the direct source material for my plays as well as the other work I read throughout my development process (Rebecca Solnit’s The Faraway Nearby, Maggie Nelson’s Bluets, and Anne Carson’s The Glass Essay) and how my relationship with outside material makes its way into my work.Item Job-embedded professional development in reading for teachers of English language learners(2013-08) Cavazos, Hermelinda Ortiz; Linan-Thompson, Sylvia, 1959-; Ortiz, Alba A.The purpose of this study was to examine the effects of job-embedded professional development, with coaching, on teachers' of ELLs content knowledge and instructional practice in the area of reading and how teachers perceived this type of professional development. Professional development in reading was provided to first grade teachers of English Language Learners at one urban elementary school. The following research questions guided this study: (a) How does job-embedded professional development in reading influence individual teacher's knowledge about reading instruction for English Language Learners? (b) How does job-embedded professional development in reading influence individual teacher's reading instruction for English Language Learners? (c) How do teachers perceive a job-embedded approach to professional development in reading instruction? This study employed a mixed methods design using both quantitative and qualitative data to allow for a comprehensive examination of the phenomenon from various perspectives. Results indicate that teachers changed their content knowledge and instructional practices, and perceived the training as beneficial. Job-embedded professional development offers an effective method for delivery of professional development to teachers of ELLs that meets their diverse learning needs and varying levels of content knowledge and experience.Item Learning disabilities in the foreign language classroom: implications for reading in Spanish(2009-08) Roggero, Sarah Davis; Plakans, Lia; García, Shernaz B.The purpose of this report is to inform foreign language (FL) educators about students with learning disabilities (LD) so that instruction can better serve their needs. It applies this to Spanish FL education in the United States, examining reading performance due to the role of reading in academic success and the prevalence of reading LD. The report outlines reading models and the cognitive processes within these approaches to explain how students read. With this understanding, the report examines LD, focusing on the role of phonemic awareness in L1 and FL reading. It analyzes reading instruction in English and Spanish in order to evaluate existing FL strategies and propose new interventions. From this report, educators should gain an understanding of how LD in reading impacts FL and how reading could be better addressed in the Spanish FL classroom.Item Literature: Why?(2023-05) Dargan, ParthThe purpose and role of literature in modern society has been a topic of much debate in recent times. With the advent of technology and digital media, the current state of reading and books has undergone significant changes. This thesis explores the importance of literature in contemporary society, with a focus on what writers gain from writing, how literature shapes our social dynamics, and the reading habits of University of Texas at Austin students. The thesis begins by examining the intrinsic value of literature and the ways in which it enhances our lives. It argues that literature is not only a source of entertainment but also provides us with insight into the human experience, helping us to understand ourselves and others better. The role of the writer is also explored, with an emphasis on the creative process and the personal and social benefits that come with writing. The thesis then moves on to discuss the ways in which literature shapes our social dynamics. It highlights the role of literature in promoting empathy, fostering understanding and encouraging critical thinking. The impact of literature on social and cultural norms is also explored, with a particular focus on how it can challenge or reinforce existing power structures. The thesis also includes a survey of University of Texas at Austin students, exploring their reading habits and interactions with literature on a day-to-day basis. The survey results provide valuable insights into the reading preferences and habits of young adults and offer recommendations on how universities can improve their relations with literature. In conclusion, the thesis argues that literature plays a vital role in modern society, shaping our social dynamics and helping us to better understand the world around us. It provides recommendations for universities and other institutions on how they can improve the reading habits and interactions of their students, and ultimately contribute to the continued growth and development of literature in the 21st century.Item Longitudinal reciprocal relations among reading, executive function, and social emotional skills(2022-03-30) Zhang, Zheng, Ph. D.; Peng, Peng, 1983-; Clemens, Nathan; Toste, Jessica; Whittaker, TiffanyBased on the mutualism theory, I investigated the longitudinal reciprocal relations among reading, executive function, and social emotional skills in students from Grades 2 to 5 based on the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 dataset. Specifically, I addressed several important gaps in the mutualism literature: using latent factors to represent executive function and social emotional skills, using latent growth modeling with structured residuals to tease out between- and within-person effects, and examining the sample effects with a general population sample, students with reading difficulties, and high-performing students. Results showed that 1) at within-person level, there were longitudinal reciprocal relations between reading and executive function in high-performing students such that with development the contribution from executive function to reading became stronger, while the contribution from reading to executive function stayed the same; 2) no longitudinal reciprocal relations between reading and social emotional skills were found in any of the three groups; and 3) these patterns of results stayed the same even when controlling for socioeconomic status. These results, taken together, suggest the heterogeneous nature of the mutualism theory. Mutualism between executive function and reading may be mostly driven by the learning/practicing effects of reading/schooling, not by socioeconomic status.Item More than the sum of its parts: a multiple case study on the implementation of RTI in five sites(2009-05) Tackett, Kathryn Klingler; Vaughn, Sharon, 1952-Using a multiple-gating procedure, 5 research sites (3 elementary and 2 middle schools) were identified as implementing a Response to Intervention (RTI) framework. This study uses a multiple case study design to describe the RTI implementation in reading at these 5 sites. Findings suggest that the sites studied are utilizing a hybrid model (a combination of standard treatment protocol and problem solving models) for developing and assigning reading interventions. The five sites implemented critical components of RTI (universal screening, progress monitoring, scientifically-based core curriculum, and a multi-tiered system of interventions) similarly, despite differences in campus-level variables. However, no site implemented a process for assessing the fidelity of implementation of the RTI framework. They also followed state and/or district guidelines on the use of RTI data in special education eligibility decisions.Item Motivating to read and reading to motivate in the second language classroom(2010-05) Tsuei, Kristen Kate; Horwitz, Elaine Kolker, 1950-; Raz, AdiThis Master’s report explores the literature related to learners’ motivation to read in a second language (L2). First providing some background on second language learning motivation as a general construct, the paper then reviews several studies specific to L2 reading motivation. Findings in the current research indicate that L2 reading motivation may coincide with subcomponents, such as intrinsic value, of larger constructs of motivation (Mori, 2002). Some studies explore what factors influence L2 reading motivation, while others look at what factors are influenced by it. With indications from the literature pointing toward types of reading materials as a possible predictor of motivation and extensive reading as a possible predictor of L2 reading attitudes, a curriculum is proposed for supporting motivation in the L2 reading classroom. Suggestions for extending classroom implications beyond the given context are also presented.