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Interest in Reading Texts

TiL

Project duration: 01.02.2018 - 01.12.2018

Interest in Reading Texts

The TiL-study addresses the research question if primary school aged girls’ and boys’ interest in texts is related to different factors. Therefore, we investigated whether interest in texts depend on students’ gender and various text characteristics like text genre.

Project description

The TiL-study deals with primary school students’ interest in texts and the relation to students’ gender and different text characteristics. A variety of studies revealed, that students differed in their motivation to read. Especially boys tend to be less interested in reading. Reading motivation is closely associated with reading competence. Differences in reading performance were partly explained by motivational attitudes according to reading.

Interest in reading is defined as an important facet of reading motivation. Therefore, the question raises up which factors influence text-based interest. Additionally, gender-specific differences are considered.

The aim of the study is to identify determinants of interest in texts. Hence, an experimental study was designed. It was investigated whether students’ interest in texts is associated with different text characteristics, like text-topic (female or male attributed), text-genre (narrative vs. informational), protagonists’ gender (female vs. male) and text-complexity. In a further step, associations between interest in reading and reading competences are examined.

The TiL-project includes two partial studies with different methodological designs. The sample consisted of fourth-grade primary school children (N = 522).

An experimental partial study with systematic text variation was designed to consider whether students’ interest in texts is influenced by several text characteristics: students’ gender (female vs. male), text-topic (ballet vs. soccer); genre (narrative vs. informational text), protagonists’ gender (female vs. male) and students’ gender. Furthermore, we investigated gender specific differences.

The second partial study takes into account whether boys’ reading performances depend stronger on their interest in texts than girls performances do. Therefore, we regarded different text characteristics like male and female attributed topics, protagonists’ gender and text-complexity as relevant factors of interest. Additionally, the study examined if students’ interest predicts reading performance.

Overall, the TiL-study deals with boys’ and girls’ interest in reading texts at primary school age. Moreover, the investigation links reading interest to further reading-related and gender-related concepts and to reading performance.

Lead researcher at IFS

Foto von Prof. Dr. Nele McElvany Prof. Dr. Nele McElvany,

Campus Nord, CDI, Room CDI / 232
Telephone: (+49)231 755-5512


Project management

Foto von Chantal Lepper Chantal Lepper,

Campus Nord, CDI, Room CDI / 018
Telephone: (+49)231 755-5477


Foto von Dr. Justine Stang Dr. Justine Stang,

Campus Nord, CDI, Room CDI / 237
Telephone: (+49)231 755-5547


Project team

Foto von Chantal Lepper Chantal Lepper,

Campus Nord, CDI, Room CDI / 018
Telephone: (+49)231 755-5477



Sub content

Prof. Dr. McElvany

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