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AbstractI discuss research on the nature of motivation in the domain of reading, making a case for the need to examine the domain specificity of motivational constructs. After a review of relevant motivation theory and research, I describe the development of a questionnaire measure of reading motivation and summarize the results of 2 studies that utilized the questionnaire. From the studies' results, it is clear that children's reading motivation is multidimensional and that it relates to both the frequency of their reading and their reading performance. Certain of the aspects of reading motivation may be unique to reading. I conclude with a discussion of the development of reading motivation and how reading motivation is influenced by different classroom contexts and programs.
Allan Wigfield (Sat,) studied this question.