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Integrating the 6Cs Motivation Into Reading Promotion Curriculum for Disadvantaged Communities With Technology Tools: A Case Study of Reading Dreams Foundation in Rural China
Abstract
The Chinese government has been promoting reading education recently, as previous studies showed reading improves students' academic performance. More citizens with higher academic achievement could contribute more to developing more advanced technology. Thus, the National Reading Plan is established to give guidelines for school libraries to cooperate with NGOs in setting up reading programs. This study evaluates the effectiveness of a reading curriculum in increasing the intrinsic and extrinsic reading motivations of disadvantaged students in rural areas and selects Reading Dreams Foundation, a charity funding from Hong Kong to serve rural China, as the case. This study uses the concepts of the 6C's of motivation (i.e., choice, challenge, control, collaboration, construction meaning, and consequences) for evaluation. Traditional and technological means are reviewed in the core reading lessons, library, and afterschool activities. A technology-enhanced reading curriculum integrated with the ideas of 6 C is designed and proposed for funding to enhance students' motivations further.
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