Transcript Reading Motivation - Appalachian State University

Reading Motivation
Motivation Interventions for
Struggling Readers
Candace Barnes 6th-8th
Rachel Monroe 4th
Backgrounds
Below grade level/struggling
readers in our classrooms seem to
be less motivated to read due to:
Difficulty in selecting appropriate texts
for independent reading
Dislike of recreational reading
Locating and reading texts that match
interest and developmental level
Many of these students tend to
have attention/interest issues when
faced with reading activities
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Research Review
For struggling readers to become motivated and better readers "they need to be
reading at their instructional reading level with 95% accuracy in word recognition"
(Ivey, 1999). By the time a struggling reader reaches middle school some are "3-4
years behind compared to on grade-level readers. The KEY is making difficult books
accessible and easy books acceptable" (Ivey, 1999).
As stated by Edmunds and Bauserman (2006), motivation is the key role in learning.
"Motivation frequently makes the difference between learning that is temporary and
superficial and learning that is permanent and internalized" (Oldfather, 1993).
According to Guthrie, McRae, and Klauda (2007), “Compared to students in other
countries, U.S. fourth graders are ranked astonishingly low in intrinsic motivation for
reading. Perhaps even more concerning is the idea that even students with significant
cognitive and reading skills may not engage in reading if they lack motivation.
According to Gambrell (1996), “Teachers become explicit reading models when they
share their own reading experiences with students and emphasize how reading
enhances and enriches their lives” (p. 20). Allington (2006) offers the idea of the
teacher previewing a small selection of books each day, offering what type of reader
may enjoy the book, and allowing students to check them out. “The more books that
children are exposed to, and know about, the more likely they are to read” (Gambrell,
1996, p. 22)
School Demographics
East Alexander
Middle
6th-8th Grade
680 Students
50% Free and
Reduced Lunch
Tuttle
Elementary
K-6th Grade
500 students
60% Free and
Reduced Lunch
Title 1 School
Low SES
Middle to Low SES
Highly Culturally
Diverse
Low Cultural
Diversity
• 13 EC students6 males, 7
females
• 10 out of 13
students
strugglingranges from
primer to 4th
grade.
• 4 students
diagnosed
ADHD
Ms. Monroe
Mrs. Barnes
Participants
• 25 4th grade
students--15
males, 10
females
• 13 students at
grade level
• 9 students at 3rd
grade level
• 3 students above
grade level
• 5 students
diagnosed ADHD
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Research Questions
What effect does student choice
have on increasing interest and
motivation in reading?
What effect does implementing a
set self-selected reading (or read
aloud) have on increasing reading
attention and motivation?
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Intervention Procedures
Independent
Reading/Read
Aloud from
Choice Texts
Individual/Peer
Reading
Conferences
Book Talks
Student
Motivation
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Data Collection
Garfield
Reading
Survey
Pre and Post
Assessment
Locate 5 students
with lowest
motivation scores for
focus in conferences
Book Talks
Observation of
motivation to share
and interest of peers
during shares
Anecdotal notes on 2
book talks per day
Scale of 1 through
4—much like Garfield
Survey
Notes and scores in
three areas –focused
on students with low
motivation scores
and ADD/ADHD
Individual
Reading
Conferences
Data Analysis
Garfield
Reading
Survey
Percentages tallied
and shared on
Microsoft Excel via
Google Docs.
Average of scores
for recreational,
academic, and
totals were given.
Book Talk
Observation Notes
Time Spent Reading
Observation Notes
Notecards of words
from Book Talks and
observation of
interest and
engagement of
audience.
Teacher observation
of attention to
reading task and
engagement. Focus
on students with
low motivation
scores and
ADD/ADHD
Scores given in
three areas:
• attitude/mood
toward reading
• ability to share
information
about the book
• excitement
about sharing
text
Observation notes
described by
teacher/video
Scores of 1 through
4 given for
responses (much
like Garfield Survey)
Double-bar graph of Wordle of word
results.
results
Individual Reading
Conference Notes
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Garfield Survey Pre-Assessment
Average Results
Book Talk Observation Notes
Notes from Individual Conferences
Mrs. Barnes
Ms. Monroe
• All students said they rather have a choice to pick what they read during silent reading. 1 out
12 said they do not care what they read.
• Books were chosen at their independent listening level due to students wanting to read age
appropriate texts. Most were either read aloud by the teacher or by books on tape. Students
used online resources as text as well.
• Focus student responses increased from level 1 or 2 during first week of data collection to
mostly level 3 responses by week 3.
• Students asked for individual reading time more often and asked to share with peers each day.
• Choices were made from text on independent level from library or classroom library organized by
genre.
• All conferences showed that choice material made a huge difference in engagement with text and
motivation to discuss text with others.
• Focus students increased excitement and engagement of responses toward text by week 3, mostly
based on choice selections that was catered to their interests.
• Students enjoyed text with humor, graphic novels, and nonfiction topics.
Results Thus Far
Students have an increased desire to read independently and asked
for silent reading time.
Students eagerness to read gradually increased over data collection
period and observed attention span increased.
Book Talks helped students to build excitement and engagement,
motivated by peer selections.
Through student conferences, comprehension skills were elevated
by increased participation with peers and teacher.
Students thoroughly enjoyed one-on-one conferencing with teacher
and peers in order to express their interpretation of the text.
Teacher Reflections
Changes affecting life-long dislike of
reading
Quick transition of attitude based on
interventions
Time to devote to study and data
collection
Locating text that is high interest, age
appropriate, low reading level.
Future Research/Implications
Implement independent reading center using
choice as part of daily guided reading
program.
Study other techniques for students who have
attention/motivation issues
Implement weekly book talks as a reading
strategy to build enthusiasm
Parent/Student Interest Surveys at beginning
of year to aid book interests/reading
background
Further use of student choice ideas for
locating books of high interest/low level.
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References
Barber, S., Franks, S., Madda, F., & Rodriguez, A. (2002). Increasing Student Motivation To Improve
Reading Performance.
Borgia, L., & Owles, C. (Summer2010). Creating Engaged Readers. Illinois Reading Council Journal,
38(3), 43-48.
Brewster, C., Fager, J., & Laboratory, N. R. E. (2000). Increasing student engagement and motivation:
From time-on-task to homework. Northwest Regional Educational Laboratory.
Capen, R. (Fall2010). The Role of the Teacher and Classroom Environment in Reading Motivation.
Illinois Reading Council Journal, 38(4), 20-25.
Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. The Reading
Teacher, 50(1), 14–25.
Gustafson, C., Baxter, K. A., Kochel, M. A., & Kenney, B. (2007). Reading Motivation Through
Competition: Boys as Readers Year: 2007, 269.
Guthrie, J. T., Wigfield, A., Humenick, N. M., Perencevich, K. C., Taboada, A., & Barbosa, P. (2006).
Influences of Stimulating Tasks on Reading Motivation and Comprehension. Journal of Educational
Research, 99(4), 232-245.
Margolis, H., & McCabe, P. P. (2004). Self-Efficacy A Key to Improving the Motivation of Struggling
Learners. Clearing House, 77(6), 241-249.
Reading Rockets: Reading Motivation: What the Research Says. (n.d.). . Retrieved April 11, 2011, from
http://www.readingrockets.org/article/29624
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Resources
www.worldbookonline.com
www.storylineonline.net
http://en.childrenslibrary.org/
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