Reading Situational Interest

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A. Situational Interest as a Reading Interest Level Competency
In 2010, Linnenbrink-Garcia, et al. concluded that situational interest had statistical significance in terms of predicting change in individual interest across the school year and improves individual interest. Results from the study of Rotgans and Schmidt (2011) also revealed that situational interest was highly predictive for observed achievement-related classroom behaviors and academic achievement. As an example, Lerkkanen et al.’s (2012) study results revealed that children showed more interest in reading and mathematics among classrooms where the teachers placed greater emphasis on child-centered teaching practices than on teacher-directed practices. Schraw, Flowerday, and
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Anderson’s (1984) study revealed that the observed traits on reading interest among children are manifested by reading silently, listening, reading aloud with an emphasis on accurate oral reading, and reading under certain instructional conditions. The study of Guthrie et. al., (2005) revealed that self-initiated behaviors such as wanting to talk to friends about the reading material, choosing to read it, and interest in the topic are intrinsic constructs of reading interest; whereas wanting to get the best grades, making the teacher happy, and getting awards/rewards are the extrinsic motivation construct for interest traits. Added to this, Hidayat and Aisah (2013) reported that the ultimate reading interest trait are behaviors approaching towards reading the book and low interest would be manifested by avoiding the book. In a different setting, Maccoby (1954) revealed the children shows vicarious satisfaction as a trait for interest when the TV program relates to fantasy-themed platforms.

Model of Interest Development (Hidi and Renniger, 2006). Hidi & Renninger (2006) explained that interest, as a result of motivated behavior, is an engagement mediator as well. Renninger (2007) emphasized that each stage of interest development reflects the individual’s capacity to finish or realize a specific task. This theory has four (4) major stages and these
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al’s (2010) study concluded that read-aloud with emphasis on prints appear to have a positive impact on the literacy development on children. Anti-Defamation League (2014), also mentioned that evaluating an interesting children’s book involves assessment of the story, characters, themes, settings, illustrations and other considerations (i.e., author’s perspective, authenticity of character’s voices, and inclusion of understanding on society diversity). On the other hand, Lord (2012) mentioned in order to stimulate interest in a reading material, young child needs to understand what a word signifies for and that the word has a referent based in a child’s immediate reality as indicated by a singular
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