CUBILLOS GUZMAN, MONTSERRAT MARIA
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CUBILLOS GUZMAN, MONTSERRAT MARIA
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MONTSERRATCUBILLOS@UDD.CL
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58289584000

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A Chip Off the Old Block: Do Reading-Motivated Parents Raise Reading-Motivated Children?

2023 , CUBILLOS GUZMAN, MONTSERRAT MARIA

ABSTRACTThe aim of this study was to investigate the relationship between parents' reading motivation and leisure reading frequency and their children's reading motivation. Secondary data analysis was used to examine a sample of almost 330,000 Chilean adolescents. The results of multilevel regression models revealed that parents' reading motivation and frequency were significantly and positively associated with adolescents' reading motivation, even after controlling for their classmates' and their own previous reading achievement. Furthermore, the negative and significant association found between students' reading motivation and their socioeconomic status was smaller in effect size than that of parents' reading motivation and frequency combined. The implications and limitations of these findings are also discussed.

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High‐interest books, choice, and independent reading: Piloting a reading program with male adolescents in Chile

2024 , CUBILLOS GUZMAN, MONTSERRAT MARIA , Rosario Rousseau

AbstractReading is linked to numerous positive outcomes, including academic achievement, reduced stress, and enhanced life expectancy. However, a significant portion of Chilean adolescents engage in limited reading. Notably, male students tend to exhibit lower levels of reading motivation compared to their female counterparts, with declining reading self‐concept over time. To address this challenge, this study explores the impact of a 9‐month‐long pilot reading program aimed at increasing students' reading motivation and volume in an all‐boys rural school in southern Chile (N = 120), guided by Self‐Determination Theory and adapted from Atwell's reading workshop. The program included four pillars: access to high‐interest print books, 90 min per week of in‐class independent choice, and peer interactions around reading. t‐Tests showed a significant increase in students' reading volume but not in their reading motivation. Nevertheless, multiple regression analyses revealed that, when controlling for students' pre‐program reading motivation, achievement, and volume, post‐program reading motivation and time allocated for independent reading were significantly associated with the number of pages read during the program. Implications for practice and future research avenues are discussed.

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Many Prompts, Few Expansions: Preservice Early Childhood Educators’ Implementation of Dialogic Reading

2024 , CUBILLOS GUZMAN, MONTSERRAT MARIA , Mariana Gerias

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