The effects of manipulating choice on children's enjoyment and performance in a reading task.

This study investigates effects of choice in a reading comprehension task. It hypothesises that choice will act as a trigger for situational interest, impacting engagement with the reading text, and will therefore improve children's performance in a reading comprehension task, and promote higher levels of enjoyment for that task. Participants were 110 Grade 3 pupils (61 boys, 49 girls). Reading comprehension performance and task enjoyment were measured in a cross-over, repeated measures design where children were either allocated a short story or offered a perceived choice of story to read. In fact, all children read the same story in each condition. Reading comprehension scores and post-test reported enjoyment scores were gathered and analysed. Choice was found to significantly affect comprehension scores (Cohen's d = 0.52) and reported task enjoyment (Cohen's d = 0.23), indicating that choice impacts engagement with a reading text. Effects did not vary by gender or ability. Reading motivation promoted by situational interest may play an important role in reading comprehension and choice may be an effective trigger for situational interest in a reading task and a powerful intrinsic motivator. Situational interest, triggered by choice, may be effective in raising enjoyment levels for a reading task.