Does Family Make a Difference? : Mid-Term Effects of a School/Home-Based Intervention Program to Enhance Reading Motivation

Villiger, Caroline ; Niggli, Alois ; Wandeler, Christian ; Kutzelmann, Sabine

In: Learning & Instruction, 2012, vol. 22, no. 2, p. 79-91

This study examined the effects of a school/home-based intervention program designed to enhance the reading motivation of Swiss fourth graders (N = 713). In order to identify the specific contribution of the home environment, the program was implemented in one group without (S group = school-based, N = 244) and in one group with (SH group = school/home-based, N = 225) parental participation. The... More

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    Summary
    This study examined the effects of a school/home-based intervention program designed to enhance the reading motivation of Swiss fourth graders (N = 713). In order to identify the specific contribution of the home environment, the program was implemented in one group without (S group = school-based, N = 244) and in one group with (SH group = school/home-based, N = 225) parental participation. The intervention, which was based on the principles of Self-Determination Theory (SDT, Deci & Ryan, 2002), lasted one school year, with a follow-up assessment 5 months later. Effects of the treatment were investigated in a pretest–posttest control group design. Multilevel analyses showed that the school/home-based intervention had significant effects on reading motivation, and that these effects were still detectable at 5-month follow-up. The effects at follow-up differed significantly from those of the school-only intervention. The findings highlight the important role of the family in the sustained promotion of reading motivation.