Longitudinal Study of the Impact of Dialogical Gatherings and Interactive Groups in the Development of Reading Motivation
Keywords:
Learning community, Dialogical gatherings, Interactive groups, Motivation, Reading
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Abstract
The objective of this study has been to find out if Successful Educational Actions, like interactive groups or dialogic gatherings, contribute to improving the Reading motivation of the most disadvantaged students in Primary and Secondary Education. To this end, a pre/post study has been carried out in a Learning Community, in which 186 Primary and Secondary Education students participated and filled out the Reading Motivation Scale. The results revealed that: (1) the Value for reading of Secondary Education students was significantly lower than that of Primary Education students both in the pre-phase and in the post-phase; (2) In Primary Education, students with low academic performance improved their Value for Reading significantly more than students with medium and high academic performance, and students that had retaken a course significantly improved their Reading Self-Concept over time more than students that had not retaken a course; (3) In Secondary Education students, regardless of their academic performance, they significantly improved their Reading Self-Concept over time. These data support the idea that the Successful Educational Actions, like interactive groups and dialogic gatherings, could be interesting interventions that could be carried out to improve Reading Motivation, especially with the most disadvantaged students in Primary Education, thus reducing inequality of opportunities.
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