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In Mrs. Kivett’s 1st Grade Class at Ray Childers Elementary, a critical issue of student disengagement in reading was identified. Many students view reading as a chore and read below grade level, often due to insufficient parental support at home. This study explores the positive impact of appropriate leveled books, social interactions during reading, and the role of parents in fostering motivation. The intervention, including the "Book Buddies" program, aimed to shift attitudes towards reading from obligation to enjoyment. Findings suggest further research is needed to assess long-term effects on motivation.
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Student Motivation in Reading Kimberly Isidori Tara Kivett Erin Strong Mrs. Kivett’s 1st Grade Class - Ray Childers Elementary School
Background • Student reading appropriate-leveled books that interest them • Positive social interactions during reading • Parental effect on time and energy put forth in reading both during school and at home
The Problem We found that even in the first grade, many students are already unmotivated to read Unfortunately, many parents do not promote reading in the home Many students feel that reading is a “chore” Many students that do not read often read below grade level Many students do not read for enjoyment – only when required
Results from Parent Survey How Often Parents Read With Their Child? Do Parents Set Reading Goals for their Child in the Home? 6% 12% 29% 47% 53% 53%
Results from Parent Survey How Would You Describe Your Child’s Attitude Towards Reading? 6% 12% 24% 58%
Parent Goal Results **Y.D. lost her first reading log
Future Research More research could be done to study the effects of the Book Buddies Intervention over a longer period of time to see if more growth occurs in terms of motivation. Also, future research could focus on not only the younger students, but the older book buddy partner as well to see advantages from both perspectives.
