An Intertextual Reading Intervention Program to Improve Reading Motivation of College Students

摘要

Objectives: Reading motivation remains a gap in literacy instruction, even at the tertiary level. This study is conducted to investigate if the Intertextual Reading Intervention (IRI) program could improve the reading motivation of first-year tertiary education students at Leyte Normal University. Methods: Fifty respondents were subjected to a one-semester intervention program which was conducted at the computer laboratory of the university. Reading survey was administered as pretest and posttest. Importantly, five intertextual modules were developed and used during the intervention. Findings: This study revealed that students’ reading motivation improved significantly as shown in the overall reading survey result: Posttest result (M = 81.6, SD = 6.5); pretest (M = 76.8, SD = 6.9), t (37) = 4.97, p = .001. This indicates that the utilization of intertextual materials particularly media texts or Internet resources and technology (e.g. computer laboratory) could improve students’motivation to read. Applications/Improvements: Tertiary education demands reading various academic texts, both printed and digital media and most of these texts are long and not student-friendly, which means, concepts are complicated and heavy. Hence, educators could use intertextual materials which are relative to their students’ schemata, interest and have life-long implications to motivate their students to read. Further, the discouraging feeling of handling students who have very low motivation to read level could be lessened with the use of possible instructional reforms (e.g. intertextual strategies).