Reading Motivation

1. Reading Motivation Motivation Interventions for Struggling Readers Candace Barnes 6th-8th Rachel Monroe 4th

2. 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

3. 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)

4. School Demographics

5. Participants • 13 EC students-6 males, 7 females • 10 out of 13 students struggling-ranges from primer to 4th grade. • 4 students diagnosed ADHD

6. 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?

7. Intervention Procedures

8. Data Collection

9. Data Analysis

10. Garfield Survey Pre-Assessment Average Results

11. Book Talk Observation Notes

12. Notes from Individual Conferences

13. 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.

14. 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.

15. 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.

16. 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

17. Resources • www.worldbookonline.com • www.storylineonline.net • http://en.childrenslibrary.org/