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Theory of reading motivation
Theory of reading motivation
Theory of reading motivation
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Reading is a critical skill that provides a framework for interdisciplinary learning and success throughout one’s schooling and into adulthood. Research indicates that students who are proficient readers also tend to perform well in other domains, such as mathematics and science (Melekoglu, 2011; Valleley & Shriver, 2003). Students who have difficulty reading at the primary level will likely have low achievement outcomes as they progress to the upper grades (Fuchs, Fuchs, & Kazdan, 1999; Melekoglu, 2011). Mastering remedial reading skills becomes increasingly difficult as students move from primary to intermediate grades where the focus shifts from learning how to read to reading for the purpose of acquiring content-specific knowledge (Chall, …show more content…
(2000). The relationship between perceptions of the classroom goal structure and early adolescents' affect in school: The mediating role of coping strategies. Learning and Individual Differences, 11, 187-212.
Kreuger, E., & Braun, B. (1998). Books and buddies: Peers tutoring peers. The Reading Teacher, 52(4), 410-423.
Lee, J., & Zentall, S. S. (2012). Reading motivational differences among groups: Reading disability (RD), attention deficit hyperactivity disorder (ADHD), RD + ADHD, and typical comparison. Learning and Individual Differences, 22, 778-785. doi: 10.1016/j.lindif.2012.05.010
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Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology, 97, 197-213.
Logan, S., Medford, E., & Hughes, N. (2011). The importance of intrinsic motivation for high and low ability reader' reading comprehension performance. Learning and Individual Differences, 21, 124–128.
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(2007). Auswirkungen habitueller Lesemotivation auf die situative Textrepr.sentation [Effects of habitual reading motivation on the situational represention of text]. Psychologie in Erziehung und Unterricht, 54(4), 268–286.
Schiefele, U., Schaffner, E., Moller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47(4), 427-463. doi:10.1002/ RRQ.030
Schunk, D.H., Pintrich, P.R., & Meece, J.L. (2008). Motivation in education: Theory, research, and applications. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Sideridis, G. D. (2003). On the origins of helpless behavior in students with learning disabilities: Avoidance motivation? International Journal of Educational Research, 39, 497-517.
Sideridis, G. D. (2005a). Classroom goal structures and hopelessness as predictors of day-to-day experience at school: Differences between students with and without learning disabilities. International Journal of Educational Research, 43, 308-328.
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Pearson UK (n.d.) stated “Evidence suggests that children who read for enjoyment every day not only perform better in reading tests than those who don’t, but also develop a broader vocabulary, increased general knowledge and a better understanding of other cultures. In fact, reading for pleasure is more likely to determine whether a child does well at school than their social or economic background.”
Turner, J., & Paris, S. G. (1995). How literacy tasks influence children�s motivation for literacy. The Reading Teacher, 48(8), 662‑673. Available October 17, 2002, from Professional Database Collection database: http://search.epnet.com/
On October 10th, 2017 at Springhurst Elementary School, I conducted a “Reading Interest Survey” and the “Elementary Reading Attitude Survey.” These surveys were conducted on a 1st grade student, Jax, to determine what his feelings are towards reading in different settings, what genres he prefers to read, and interests. It was found that Jax doesn’t mind reading, but prefers a few different topics. This was evident through his raw score of 30 on recreational reading, and a raw score of 31 on academic reading.
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
The causes of reading difficulties often arise because of learning disabilities such as dyslexia, poor preparation before entering school, no value for literacy, low school attendance, insufficient reading instruction, and/or even the way students were taught to read in the early grades. The struggles that students “encounter in school can be seen as socially constructed-by the ways in which schools are organized and scheduled, by assumptions that are made about home life and school abilities, by a curriculum that is often devoid of connections to students’ lives, and by text that may be too difficult for students to read” (Hinchman, and Sheridan-Thomas166). Whatever the reason for the existence of the reading problem initially, by “the time a [student] is in the intermediate grades, there is good evidence that he will show continued reading g...
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
Reading motivation incorporates pivotal attributes (interest, perceived control, self-efficacy, involvement, and social collaboration) that represent the foundations of internal reading motivation. The interrelation between these constructs was empirically identified in Guthrie et al.’s (2007) study when they examined fifth graders’ reading motivation and reading comprehension growth. They found significant correlations between them. Accordingly,
... for teachers to choose materials that will hook students and motivate them to engage in their own learning. Teachers should provide multiple learning opportunities in which stu¬dents can experience success and can begin to build confidence in their ability to read, write, and think at higher level. By connecting strategies for learning, such as searching, compre¬hending, interpreting, composing, and teaching content knowledge, students are given the opportunity to succeed in their education. These elements include: fundamental skills such as phonemic awareness, phonemic decoding, and other word analysis skills that support word reading accuracy; text reading fluency; strategies for building vocabulary; strategies for understanding and using the specific textual features that distinguish different genres; and self-regulated use of reading comprehension strategies.
Many researches have been conducted to investigate what motivates students for better academic performance and whether it has a correlation with achievement motivation.
One contributing factor towards student success is student motivation. Motivation is reading unassigned books out of class that relate to the class subject matter, just to expand his or her knowledge. The need or want type of actions a persons’ mentality is, to reach a personal goal or objective of some sort. People’s motivational purpose in school can range from, higher earning potential, more job stability, greater benefits, and even just to gain more knowledge. In a YouTube video entitled “The Surprising Truth about What Motivates Us” by Dan Pink, he suggests that three elements: purpose, mastery, and autonomy play a part towards true motivation. Autonomy is ones self-drive, while
Reading is an amazing activity that can transport you to various worlds and eras. I can recall being asked many times to put down the book I was reading and pay attention to class or losing sleep to finish the next chapter. While it certainly helps to be able to pronounce and understand what you are reading, I believe that the most important thing a good reader needs is curiosity. It can be easy to lose yourself in a book you are curious about if can catch your attention. A lot of readers hear about a book and decide to explore it or simply find the summary interesting and being to read. Encouraging that curiosity is my goal as a teacher. I want my children to have an insatiable curiosity for the world around them. My own passion for reading will help me get my students encouraged about the next book or topic. Children can feel how people are towards different subject areas and reading is one of my favorite so I feel that I will be able to pass that excitement on.
Motivation plays an important part in most areas of life, including education. It is especially essential in the area of reading. Classrooms are filled with students who never want to read and others who have a book tucked underneath their arms at all times. It is the goal of all educators to encourage those avid and reluctant readers alike to engage in reading activities at school and at home. The engaged reader is motivated, knowledgeable, strategic, and socially interactive (Gambrell, 1996).
When I was younger, I didn’t like reading much at all. I always questioned my teachers what was the purpose of reading; I never got an answer from either teacher until I was in the seventh grade. Starting junior high school was different from elementary. In seventh grade, we were in our reading class for two hours a day. I asked the teachers why didn’t we have the privilege to stay in our other classes for two hours; I never received an answer from my teachers.
It was found in a study by the National Assessment of Educational Progress (NAEP) that the strongest students in 10th grade had the highest reading motivation in elementary school (Guthrie, Hoa, Wigfield, Tonkins, & Percenvich, 2006). Students at the middle school level and above typically have less of a desire to read for enjoyment. Current research on reading motivation finds that as children move from upper elementary grades toward adolescence, motivation to read, particularly during free time, declines (Edwards, 2009). This is due to the fact that students who are unsuccessful readers in the elementary grades have preconceived notions of being a poor reader before even reaching middle school (Paige, 2011). Independent reading assignments very often go to the wayside as students move up through the grade levels thus decreasing motivation and the desire to read for entertainment.
Linnenbrink, E. A. & Pintrich, P. R. (2002). Motivation as an enabler for success. School Psychology Review, 31 (3), 313-327