Wednesday, April 21, 2010
Motivation
I am a preschool teacher and stage of development that my students are in is the early stage. This is where my students are visual and need books with pictures and not too long sentences. I have to choose books that are appropriate for their level of learning which are simple/easy for them to enjoy listening to and intimating reading on their own. The students are motivated when titles of books are funny. For example, Click, Clack, Moo or Green Eggs and Ham, preschool students are more engaged because of the titles.
Strategies for Motivating Students - Temika Nimmons
Can you picture this? Every child entering grade school has the same love and interest for reading because someone at home introduces them to books. This is every educators dream! Unfortunately, this is not our reality. One out of every four forth grader could not show a basic understanding of the overall meaning of what they read (Gillet, Temple & Crawford 2008). Thank goodness, we have strategies and interventions in place to help correct these concerns.
According to the survey Understanding the Relationship Between Attitudes Towards Reading and Home Literary Environment, students who were exposed to books or read to at home as a child had a positive attitude towards reading. Students exposed to books as a child tend to have more books in their homes; and they will recommend books to family and friends. As a high school teacher, motivating and encouraging high school students to read can become challenging. Therefore, surveying to determine their likes and dislikes is critical. Using magazines from Scholastic, National Geographic, or Time are informative. Students 17years old enjoy reading magazines, but they are the least likely to check out books (U.S. Department of Ed. National Center for Ed. Statistics, 1984-1994). This survey pointed out that older students begin reading less in school and at home. Experts that continue to create innovative ways to keep high school students engaged and informed are amazing. I also use technology to incorporate reading. I have created/join a blog with tweentribute.com. The students get to read about different books on their grade level and interest level, then make comments about the book. I only tried it once so far; however the students were engaged. I also use http://www.izzit.org/events/index.php and other current events for class discussions. My students have enjoyed reading Speak by Laurie Anderson and Hoop Dreams by Ben Joravsky.
Although students enjoy reading books online, students 5-17 prefers to read books printed on paper (The Kids & Family Reading Report, 2008).
Literature that incorporates issues that young adults can relate is effective. Books that are biologically and psychological appropriate will help the reluctant student (Travers, 2008). Children between the ages of 14-18 enjoy reading literature that includes topics addressing challenges there are faced with; such as substance abuse, crime, violence, dropouts, or sexual behavior (Travers, 2008).
According to the survey Understanding the Relationship Between Attitudes Towards Reading and Home Literary Environment, students who were exposed to books or read to at home as a child had a positive attitude towards reading. Students exposed to books as a child tend to have more books in their homes; and they will recommend books to family and friends. As a high school teacher, motivating and encouraging high school students to read can become challenging. Therefore, surveying to determine their likes and dislikes is critical. Using magazines from Scholastic, National Geographic, or Time are informative. Students 17years old enjoy reading magazines, but they are the least likely to check out books (U.S. Department of Ed. National Center for Ed. Statistics, 1984-1994). This survey pointed out that older students begin reading less in school and at home. Experts that continue to create innovative ways to keep high school students engaged and informed are amazing. I also use technology to incorporate reading. I have created/join a blog with tweentribute.com. The students get to read about different books on their grade level and interest level, then make comments about the book. I only tried it once so far; however the students were engaged. I also use http://www.izzit.org/events/index.php and other current events for class discussions. My students have enjoyed reading Speak by Laurie Anderson and Hoop Dreams by Ben Joravsky.
Although students enjoy reading books online, students 5-17 prefers to read books printed on paper (The Kids & Family Reading Report, 2008).
Literature that incorporates issues that young adults can relate is effective. Books that are biologically and psychological appropriate will help the reluctant student (Travers, 2008). Children between the ages of 14-18 enjoy reading literature that includes topics addressing challenges there are faced with; such as substance abuse, crime, violence, dropouts, or sexual behavior (Travers, 2008).
Strategies for Motivating Students: Lisa Ortiz
I am a first grade teacher, and I feel that it is important for me to find what motivates my students to read. Since, they are at the beginning stages of the reading process, I find that they are very interested in any text or piece of literature that is at their reading level. I tend to do a lot of read alouds in my class and enjoy reading texts in which my students can relate to, I find that by having them make those necessary connection with the texts, they will be more inclined to picking up a book and reading it. I also try to get very excited about the books I read to them. Every book seems to be my "favorite". They always want to read the book that was just read to them, so I find this to be an easy way to motivate my students to read. Also, each week my students choose two books to check out from the school library. Often, they choose books that we have read in class. As a primary grade teacher, I feel that I have a huge impact on motivating my students when it comes to reading and will do what it takes to make sure they stay motivated.
Purple Team Reading Surveys
Reading Surveys
Lisa M. Ortiz, Christy McKoy, Micha Parker
Grand Canyon University
RDG 585
April 21, 2010
Abstract
There are many factors and reasons that determine a person’s desire and motivation to read. There have been a number of surveys and polls, which seek to determine the interests of readers. The following piece analyzes a few of the surveys that examine the motivation behind one’s desire to read.
Reading Surveys
Student interest in reading has changed throughout the decades. Many people may be under the assumption that young people today do not enjoy reading, simply because they are over stimulated by our high technological society. Children today spend a great deal of time using the computer, playing digital games on various gaming devices, listening to music on ipods and spend a good amount of time with friends. Despite the numerous endeavors today’s young ones are involved in, many surveys suggest that children and adolescents do like to read literature.
In 2007, the National Foundation for Educational Research (NFER) conducted a Reading Survey of children’s attitudes about reading. This was the third study of its kind conducted by the NFER. The survey questioned nine and eleven year old students in England. In the previous 2003 survey, the study found that there was a decline in reading enjoyment. However, the 2007 survey did not indicate such a trend. Enjoyment for reading as well as reading confidence levels remained unchanged. However, the level for enjoyment did not rise up to the way it was in the 1998 Reading Survey (Sizmur, 2008). The NFER survey also found that more girls enjoy reading than boys and the children polled in the nine-year-old group enjoyed reading more than the eleven year olds (Sizmur, 2008). It is interesting that the report found that enjoyment for reading is poor in England as compared to other countries.
A different survey studied the joint effects of attitude and language arts achievement level on attitudes toward reading. A total of 82 sixth graders at a middle school in McDuffie County, Georgia, were involved in the study. All of the students had taken the Iowa Tests of Basic Skills (ITBS) in the fifth grade. The ITBS language arts composite scores were used to classify each student as being above average, average, or below average in language arts achievement. State norms concerning the ITBS were used in the classification process, yielding 30 students with above average scores, 30 students with average scores, and 22 students with below average scores.
This survey was given to 6,458 people. The average age was13 years old. About 63% of the participants were female and 37% were male. Thirty-five percent of the people were the oldest children in their family, while 33% were the youngest in their family, 24% were the middle child in the family, and 8% were the only child in their family. Almost half of the respondents live in towns (42%), with about the same percentage living in rural areas (19%) and suburban cities (20%). Only 13% live in big cities and 6% live in villages.
Two types of surveys were used to compile the data. The first a Likert scale with four options: 4 = makes you very happy, 3 = makes you slightly smile, 2 = makes you mildly upset, 1 = makes you very upset. For each response item on the attitude survey, the students were asked to write the number of the response that best described their feelings. The second type of survey was a picture survey. This survey used pictures of Garfield, the cat. The options were: 4 = very happy Garfield, 3 = slightly smiling Garfield, 2 = mildly upset Garfield, 1 = very upset Garfield. Next to each response option was a corresponding picture of Garfield, with a facial expression concurrent with the respective option.
The survey was randomly distributed to the students. The student’s final score was determined by adding the 20 scores for the items, thus yielding a possible low score of 20 and a possible high score of 80. There were two students who didn’t complete the survey and their scores were not included.
There was no significant main effect on attitude scores due to student ability. However, the main effect due to format was significant, with the Likert-type format producing significantly higher scores than did the Garfield format. The tests indicated that there was no significant difference between attitudes of above average students given the Likert-type scale and above average students given the Garfield format. However, average students and below average students both had significantly higher attitude scores when they were given the Likert-type format than when they were given the Garfield format. For students who were given the Garfield format, above average students and average students had significantly higher attitude scores than did below average students. For students given the Likert-type format, average students and below average students had significantly higher attitude scores than the above average students did.
Another survey addresses the need to prepare students for Kindergarten ages 3-6. Many parents poled in this survey agreed that it was very important to prepare their children for Kindergarten. It also addresses how reading is something that is important in the household as well as how implementing the use of video games can be a way to teach their children how to read. This is similar to the NFER survey, in how children’s interests should be taken into consideration, especially when it comes to reading.
References
Sizmur, J. (2008). Attitudes to Reading Survey-Rhyme or Reason?, (57), 29-31.
Sizmur, J. (2008). Children’s Attitudes to Reading. Literacy Today, (54), 20-21.
Ryan, B., & Smith, L.R. (1997, Summer). Language arts achievement level, attitude survey
format, and adolescents' attitudes toward reading. Retrieved April 21, 2010, from
http://findarticles.com/p/articles/mi_m2248/is_n126_v32/ai_19619408/?tag=content;col1
O’Donnell, Kevin. (2008). Parents Reports of the School Readiness of Young Children from National Household Education Surveys Program of 2007. Retrieved from April 20, 2010 www.eric.gov
Buschick,Mary E, &Shipton, Tracey A. & Winner, Laurie M. &Wise, Melissa D. (2007). Increasing Reading Motivation in elementary and middle school students through the use of multiple intelligences. Retrieved April 20, 2010 www.eric.gov
Lisa M. Ortiz, Christy McKoy, Micha Parker
Grand Canyon University
RDG 585
April 21, 2010
Abstract
There are many factors and reasons that determine a person’s desire and motivation to read. There have been a number of surveys and polls, which seek to determine the interests of readers. The following piece analyzes a few of the surveys that examine the motivation behind one’s desire to read.
Reading Surveys
Student interest in reading has changed throughout the decades. Many people may be under the assumption that young people today do not enjoy reading, simply because they are over stimulated by our high technological society. Children today spend a great deal of time using the computer, playing digital games on various gaming devices, listening to music on ipods and spend a good amount of time with friends. Despite the numerous endeavors today’s young ones are involved in, many surveys suggest that children and adolescents do like to read literature.
In 2007, the National Foundation for Educational Research (NFER) conducted a Reading Survey of children’s attitudes about reading. This was the third study of its kind conducted by the NFER. The survey questioned nine and eleven year old students in England. In the previous 2003 survey, the study found that there was a decline in reading enjoyment. However, the 2007 survey did not indicate such a trend. Enjoyment for reading as well as reading confidence levels remained unchanged. However, the level for enjoyment did not rise up to the way it was in the 1998 Reading Survey (Sizmur, 2008). The NFER survey also found that more girls enjoy reading than boys and the children polled in the nine-year-old group enjoyed reading more than the eleven year olds (Sizmur, 2008). It is interesting that the report found that enjoyment for reading is poor in England as compared to other countries.
A different survey studied the joint effects of attitude and language arts achievement level on attitudes toward reading. A total of 82 sixth graders at a middle school in McDuffie County, Georgia, were involved in the study. All of the students had taken the Iowa Tests of Basic Skills (ITBS) in the fifth grade. The ITBS language arts composite scores were used to classify each student as being above average, average, or below average in language arts achievement. State norms concerning the ITBS were used in the classification process, yielding 30 students with above average scores, 30 students with average scores, and 22 students with below average scores.
This survey was given to 6,458 people. The average age was13 years old. About 63% of the participants were female and 37% were male. Thirty-five percent of the people were the oldest children in their family, while 33% were the youngest in their family, 24% were the middle child in the family, and 8% were the only child in their family. Almost half of the respondents live in towns (42%), with about the same percentage living in rural areas (19%) and suburban cities (20%). Only 13% live in big cities and 6% live in villages.
Two types of surveys were used to compile the data. The first a Likert scale with four options: 4 = makes you very happy, 3 = makes you slightly smile, 2 = makes you mildly upset, 1 = makes you very upset. For each response item on the attitude survey, the students were asked to write the number of the response that best described their feelings. The second type of survey was a picture survey. This survey used pictures of Garfield, the cat. The options were: 4 = very happy Garfield, 3 = slightly smiling Garfield, 2 = mildly upset Garfield, 1 = very upset Garfield. Next to each response option was a corresponding picture of Garfield, with a facial expression concurrent with the respective option.
The survey was randomly distributed to the students. The student’s final score was determined by adding the 20 scores for the items, thus yielding a possible low score of 20 and a possible high score of 80. There were two students who didn’t complete the survey and their scores were not included.
There was no significant main effect on attitude scores due to student ability. However, the main effect due to format was significant, with the Likert-type format producing significantly higher scores than did the Garfield format. The tests indicated that there was no significant difference between attitudes of above average students given the Likert-type scale and above average students given the Garfield format. However, average students and below average students both had significantly higher attitude scores when they were given the Likert-type format than when they were given the Garfield format. For students who were given the Garfield format, above average students and average students had significantly higher attitude scores than did below average students. For students given the Likert-type format, average students and below average students had significantly higher attitude scores than the above average students did.
Another survey addresses the need to prepare students for Kindergarten ages 3-6. Many parents poled in this survey agreed that it was very important to prepare their children for Kindergarten. It also addresses how reading is something that is important in the household as well as how implementing the use of video games can be a way to teach their children how to read. This is similar to the NFER survey, in how children’s interests should be taken into consideration, especially when it comes to reading.
References
Sizmur, J. (2008). Attitudes to Reading Survey-Rhyme or Reason?, (57), 29-31.
Sizmur, J. (2008). Children’s Attitudes to Reading. Literacy Today, (54), 20-21.
Ryan, B., & Smith, L.R. (1997, Summer). Language arts achievement level, attitude survey
format, and adolescents' attitudes toward reading. Retrieved April 21, 2010, from
http://findarticles.com/p/articles/mi_m2248/is_n126_v32/ai_19619408/?tag=content;col1
O’Donnell, Kevin. (2008). Parents Reports of the School Readiness of Young Children from National Household Education Surveys Program of 2007. Retrieved from April 20, 2010 www.eric.gov
Buschick,Mary E, &Shipton, Tracey A. & Winner, Laurie M. &Wise, Melissa D. (2007). Increasing Reading Motivation in elementary and middle school students through the use of multiple intelligences. Retrieved April 20, 2010 www.eric.gov
Team Red Reading Interest Surveys
Reading Interest Surveys: An Analysis
Nicole Milks, Nicole Miller, Larrissa Mangione
Grand Canyon University
Reading 585
Wednesday, April 21, 2010
Abstract
This paper contains an analysis of a variety of surveys about reading motivations and habits. The various surveys analyzed were administered to grade levels ranging from second grade through high school. The data has been analyzed in a table and summarized in essay format. The essay includes an analysis of reasons why students lack motivation as well as strategies recommended to increase student motivation in reading. The analysis looks at reading habits of students, how many books they own, their attitude (feelings) towards reading, why students read, likes and dislikes in reading and reading in the home.
Title of the Survey Reading Habits of Students How many books does the student own? Attitude Towards Reading Why do students read? Reading likes and dislikes Reading in the Home
A Study of reading motivation Techniques with primary Elementary School Students by Whitney Burlew and others.
(Survey answers for most questions include: agree, unsure, disagree, and strongly disagree.)
Not Addressed Not Addressed Do you like reading books? 59% agree, 24.5% unsure, 7% disagree, 9.5% strongly disagree
Are you good at reading?
55% agree, 25% unsure, 10.5% disagree, 9.5% strongly disagree Circle two things you do during your free time?
Computer, TV, Video games 73.6%, Reading 55.4%, playing with friends 71%
( Study states that children chose activities over reading 72.3% of the time) Do you like receiving books for a present? 51.8% agree, 25.5% unsure, 12.3% disagree, 10.4% strongly disagree Do you read at home for fun? 52% agree, 24.5% unsure, 7.5% disagree, 16% strongly disagree
Improving Student Reading Motivation through The use of Oral reading Strategies by Dorothy Carr and others Availability of reading materials: 41 own a library card, 28 subscribe
to a newspaper, 31 subscribe to a magazine Ownership of reading materials: 22 own nonfiction books, 24 own fiction books, 23 visit public library Feelings and Attitudes towards reading:
22 enjoy silent reading, 11 enjoy oral reading, 11 enjoy reading, 14 enjoy receiving books as gifts, 19 enjoy reading with friends
Not Addressed Not addressed Presence of reading material in the home: 24 students had magazines, 23 had newspapers, 24 had fiction books, 23 had nonfiction books in their home
Increasing Student Motivation to Improve reading Performance by Sandi Barber and others
Enjoy going to the library: 20% of 10th graders, 35% of 4th graders, 86% of 2nd graders, and 86% of 3rd graders
Use the public library frequently: 40% of 10th graders, 35% of 4th graders, 40% of 2nd graders, and 52% of 3rd graders
Read in free time: 30% of 10th graders, 30% of 4th graders, 57% of 2nd graders, and 19% of 3rd graders Not Addressed Read a book in the last 3 months: 30% of 10th graders, 60% of 4th graders, 73% of 2nd graders, and 71% of 3rd graders Not Addressed Always have books to read: 70% of 10th graders, 75% of 4th graders, 50% of 2nd graders, and 57% of 3rd graders Not addressed
Improving Attitudes in Reading through Multiple Instructional Strategies in an At-Risk Environment
By Bauer D., & Lupo How do you choose books to read? (Gives choices such as if it’s easy, hard, teacher recommends etc.) They ranked the top three strategies as reading the first few pages, looking at the front cover and taking a friends advice respectively.
When do you prefer to read?
20 percent of the students prefer to read in their spare time, 15 percent like to read as part of class work, 15 percent during SSR, and 50 percent enjoy reading at home.
How do you like to read? (with friends, by myself, with kids at same level, with teacher in group)
50 percent of second graders liked to read with a friend and 30 percent liked to read by themselves. Five percent of students prefer to read with students at their reading level and fifteen percent like reading with a teacher in a group.
Not Addressed 60 percent of the students like to read a lot 25 percent felt that reading is okay and 15 percent would rather do other things than read. Not addressed What kind of books do you like to read? (lists different genres and students check which they like)
The top three choices were picture books, plays and poetry. Not addressed
Improving Elementary School Students’ Attitudes toward Voluntary Reading by Haverty, L., & And, O.
When asked about enjoyment in choosing books at the library:
0 students said they didn’t like it, 1 said it’s okay and 16 said they like it.
When asked if they enjoy sharing and reading books with others: 2 students didn’t like it, 3 said it was okay, and 12 didn’t like it.
I enjoy having my teacher or parents read aloud to me: 3 students didn’t like it, 1 felt it was okay and 13 like it. Not Addressed When asked if they enjoyed reading a book more than watching tv: 7 students said they don’t like it more, 4 said it was okay and 6 said they like it.
When asked about enjoying reading more than playing games: 4 students didn’t like it, 6 students said it was okay and 7 students said I like it. Not Addressed When asked if they enjoyed receiving a book as a gift, 1 student didn’t like it, 2 students said it was okay and 14 students said they like it.
When asked about reading for enjoyment at home: 1 student didn’t like it, 7 students felt it was okay and 9 students said they liked it.
Students were questioned about reading over summer vacation: 1 student doesn’t like reading over summer vacation, 7 students said it was okay and 9 students said they like it.
Improve the Reading Motivation of Third-Grade Children with Extra Time, Encouragement and Choice by Harrison Not addressed Not Addressed When asked how they felt about how well they were able to read: 25 students responded positively, 4 responded undecided and 10 responded negatively.
When asked how they felt about reading to the teacher: 20 responded positively, 6 responded undecided and 13 responded negatively.
When asked their feelings on reading aloud to a group: 21 responded positively, 7 were undecided and 11 responded negatively.
Students were asked how they felt about reading out loud to the teacher: 20 responded positively, 6 were undecided and 13 responded negatively.
Students were asked about their feelings on reading new words: 22 responded positively, 3 responded undecided and 14 responded negatively.
The last question asked how do you think your friends feel when you read out loud?
21 of the students responded positively, 5 were undecided and 13 responded negatively. Students were asked how they thought their friends felt about reading: 25 responded positively, 4 were undecided and 10 responded negatively.
Not addressed When asked how they felt about reading books for fun at home: 24 students responded positively, 4 were undecided and 11 responded negatively.
Sixth Grade Reading Interests: A Survey by Leena Snellman Do you like to read in your free time?
YES:
Overll:57%
Girls: 80%
Boys: 38%
NO:
Overall: 9%
Girls: ---
Boys: 15%
SOMETIMES
Overall: 35%
Girls: 20%
Boys:46%
Do you like to read magazines?
YES:
Overall: 96%
Girls: 90%
Boys: 100%
NO:
Overall: 4%
Girls: 10%
Boys: ---
Do you like to read the newspaper?
YES:
Overall: 74%
Girls: 100%
Boys:54%
NO:
Overall:26%
Girls: ---
Boys: 46%
Where do you usually get your books from?
The following was listed by the students throughout the class:
School library, public library, ‘a friend loans it to me, a teacher loans it to me, buy from the school book fair, buy from the bookstore, parents other. Not Addressed Not Addressed What made you like this/these books?
The types of books that were selected by most of the students were “funny” or “humorous”. Twenty-two percent of the students listed “funny or humorous”. Other common responses were “adventure”, “excitement”, “suspense”, and “mystery”.
What made you dislike this/these books?
17% of the students reported that the book was “dull”, “boring” or “was not exciting”.
Which of the following things make you want to read a certain book?
• A friend recommends it.
Overall:78%
Girls:100%
Boys:62%
• I like other books by the same author.
Overall:87%
Girls:100%
Boys:77%
• My teacher recommends it.
Overall:35%
Girls:60%
Boys:15%
• My mom or Dad recommends it.
Overall:48%
Girls:60%
Boys:38%
• I have seen the movie
Overall:61%
Girls:50%
Boys:69%
• It has an interesting cover
Overall:65%
Girls:60%
Boys:69%
• It is about a topic that I like
Overall:96%
Girls:100%
Boys:92% Name one or two of your favorite books. If you do not have a favorite, name a book that you liked pretty much.
Results indicated that there was a wide range of titles, that also ranged in several different types of books by both girls and boys.
Do you have a favorite author?
YES:
Overall: 65%
Girls: 70%
Boys: 62%
NO
Overall: 35%
Girls: 30%
Boys: 38%
Have you read any series?
YES
Overall: 87%
Girls: 100%
Boys: 77%
NO
Overall: 13%
Girls: ---
Boys: 23%
Have you ever read a book that you really did not like?
YES:
Overall: 35%
Girls: 30%
Boys: 38%
NO:
Overall: 65%
Girls: 70%
Boys:62%
Not Addressed
Using Literature to Increase Reading Motivation by, Kristen Aiden, Jane Lindequist, and Carrie Lubkeman. How often do you go to the library?
The study showed that there was a steady increase in the numbers of students visiting the library post-interventions.
How many days per week do you read?
The number of students reading everyday decreased by 17% post-interventions.
Would you rather read to yourself or have someone read to you?
The number of students that liked to be read to increased to 20% from 18% post-intervention.
About how many books do you own at home? Do you like to read?
Pre-Intervention:
YES: 50
NO: 15
Post-Intervention:
YES: 55
No: 11
Do you think reading is important, sort of important or not important?
The importance of reading was exactly the same for students who felt that it is very important from pre- to post-interventions. Not Addressed What types of books do you enjoy reading the most?
The majority of the students chose non-fiction as their favorite type of reading materials.
Do you have a favorite author?
The number of students with a favorite author decreased form 48-41% post-intervention. Not Addressed
A Leisure Reading Interest Survey of Lake Dallas Junior High School by Barbara Swanson Students were asked to indicate if the books selected in previous sections of the survey were acquired from the school library, public library, or if they were a personal copy.
School Library:
9th:
Male: 36.3
Female: 31.8
8th :
Male: 43
Female:33
7th:
Male: 29.3
Female: 34.4
Public Library:
9th:
Male: 14.4
Female:12.9
8th
Male: 10.5
Female: 6.6
7th
Male: 16.1
Female: 14.4
Personal Copy:
9th
Male: 49.1
Female:: 57.6
8th
Male:51.9
Female: 59.7
7th
Male: 54.5
Female: 51.0 This is indicated by students answering question previously asked, such as indicating where their selections of book were acquired. Students were asked if they enjoy reading for pleasure. Not Addressed Students were asked to list the books that they enjoy reading or disliked readings that were not mentioned in the previous questionnaire.
Students were provided with a list of eighty-eighty author-title selections. They were to indicate if they liked the book by writing a plus sign, or if they disliked the book by writing a minus sign.
Books Read:
Grade 9:
Male:10.42
Female: 15.5
Grade 8:
Male: 9.4
Female: 12.4
Grade 7:
Male: 9.3
Female: 8.7
Not Addressed
In the surveys which were given to elementary school students their reading habits, attitude toward reading, reason for reading, their likes and dislikes and how they felt about reading were most often assessed. Generally, the surveys asked about feelings more so than their motivation for choosing a particular book or preferring to read silently versus out loud. The findings of the surveys were that students in elementary school enjoy reading.
The reading habits of students in elementary school showed that they chose books by reading the first few pages, or looking at the front cover and lastly by taking a friends advice. They enjoy reading at home, during vacation, being read aloud to, reading with a partner, to the teacher, aloud in class, to themselves and within groups of their peers. Students also enjoy sharing and reading books with others and choosing books at the library. They prefer to read at home, in their spare time, during SSR and as part of their class work respectively.
Students like reading picture books, plays, and poetry. They enjoyed receiving books as gifts and having books to read.
Despite their enjoyment of reading, most students would choose to play games, watch television, use the computer or play video games over reading when given the choice.
The students in third and fourth grade have a slightly negative outlook on reading. They enjoy reading in their spare time less than younger students. Of the thirty-four third grade students who participated, at least ten responded negatively to each question posed. The reason for this could be that when students are in first and second grade they are still reading to learn, but as they enter third grade and continue on to fourth, the focus shifts to reading to learn. It is a new experience for the students and they are not given as much support with reading as they were in the younger grades. This can cause frustration and students begin to lack belief in their abilities. The students feel poorly about their reading ability and therefore do not enjoy nor choose to read.
Some reasons cited for this lack of motivation are weak reading skills and inadequate practice, ineffective reading models both in the home and classrooms, a lack of parental involvement, lack of literature in the home, low motivation, and inconsistent reading programs throughout the school. Students do not view reading as a priority, are not reading for pleasure, and felt reading was only linked to schoolwork and took up too much time, time that could be spent watching television or playing games. Additionally, students were not being exposed to a wide variety of reading materials, meaning that they may not have been exposed to texts that interest them and therefore view reading as a task instead of a joy.
The studies had some common motivational methods that they recommended using. They include the use of read-alouds, storytelling, supplying students with a variety of reading materials and allowing them choice in what they read. When given choices students are motivated because they feel empowered and they tend to choose texts that interest them. An incentives program in which students set goals and are rewarded when they achieve them was also recommended. Additionally, they recommend improving reading skills as a way to motivate students to read.
Some other suggestions for motivating students include using reading interest surveys, introducing a variety of genres, and book buddy discussion activities (Alden, Lindquist, & Lubkeman, 2003). More suggestions are to teach students to independently select books at their own reading level, and create a well organized and well stocked classroom library that includes books at a variety of reading levels. Independent silent reading and the use of journals and logs is another tool for motivating students. Lastly, studies recommend having students share what they are reading with other students. Some ways of doing this are having students create posters and displays for the classroom as well as by having students discuss what they are reading with the class.
In the surveys administered to older readers, sixth grade through high school, their habits were examined, the number of books they owned, why they read, reading likes and dislikes, and reading at home. The questions asked at this level were more in depth and often required explanation.
The reading habits of students showed that students in 7th, 8th and 9th grade were more likely to own personal copies of books over possessing copies from the school library. Even less students used the public library. Students in sixth grade also used the school library, public library, and purchased books. Sixth grade students also listed borrowing books from friends or teachers as well as parents as ways of acquiring literature. They enjoy reading in their free time; however, girls enjoy it more than boys. Both boys and girls reported liking to read magazines.
The motivation for reading in sixth grade is based on the topic, the author,
recommendation of a friend, the cover, having seen the movie, recommendation of parent, and recommendation of teacher respectively. Students said that they enjoyed books that were funny or humorous as well as books that had adventure, excitement, suspense or mystery.
Students choose the books they read based on their likes and dislikes. Over half of the
students stated that they had a favorite author which influenced their reading choices, a large number of students enjoy reading books in a series and about a third of the students stated that they had read a book they didn’t enjoy.
Motivation was lacking in this age group due to ineffective reading models in the home as well as the classroom, lack of time spent reading, a lack of variety in reading choices, poor attitudes toward reading and overall lack of interest in reading.
As a result of the findings, the researchers suggest that motivation will increase if students share their selections and help each other find books. Also, they recommend students use reading logs, engage in daily oral reading periods, listen to guest readers and performers, take part in extended reading and writing activities, and have a class log of books during oral readings.
Snellmen states that the essential motivating tool for teachers to use with their students to increase motivation towards readings is to identify why students would choose a book and what they liked the most about that book (Snellmen,1993). Further recommendations are to make sure not to stereotype book interests by gender and to provide students with the full-range of preferred reading materials to the smallest percentage displayed in the survey results (Snellmen,1993).
Overall, the reasons for lack of motivation are very similar and, in some cases, exactly the same throughout the grades. Some of the suggestions for motivating students are the same across the grades as well. This indicates that the reasons students are not motivated readers begins in elementary school and will continue through high school and possibly their lives, if they don’t become motivated. We as teachers must show students that reading can be fun and exciting and that it takes you places. By letting students know that there are many purposes for reading and exposing them to all different genres covering a variety of subjects and themes while modeling fluent reading for students and allowing them opportunities to become fluent readers themselves.
References
Alden, K., Lindquist, J., & Lubkeman, C. (2003, May 1). Using Literature To Increase Reading Motivation. Retrieved from ERIC database.
Barber, S., & Others. (2002, May). Increasing Student Motivation to Improve Reading Performance. Retrieved from the ERIC database.
Bauer, D., & Lupo, J. (2001, May 1). Improving Attitudes in Reading through Multiple Instructional Strategies in an At-Risk Environment. Retrieved from ERIC database.
Burlew, W., & Others. ( 2005, May). A Study of Reading Motivation Techniques with Primary Elementary School Students. Retrieved from ERIC database.
Carr, D., & Others. (1995, May 1). Improving Student Reading Motivation Though the Use of Oral Reading Strategies. Retrieved from ERIC database.
Harrison, I. (1994, January 1). Improve the Reading Motivation of Third-Grade Children with Extra Time, Encouragement and Choice. Retrieved from ERIC database.
Haverty, L., & And, O. (1996, April 1). Improving Elementary School Students' Attitudes toward Voluntary Reading. Retrieved from ERIC database.
Snellman, L. (1993). Sixth Grade Reading Interests: A Survey. Retrieved from ERIC database.
Swanson, B. (1977, May 1). A Leisure Reading Interests Survey of Lake Dallas Junior High School. Retrieved from ERIC database.
Nicole Milks, Nicole Miller, Larrissa Mangione
Grand Canyon University
Reading 585
Wednesday, April 21, 2010
Abstract
This paper contains an analysis of a variety of surveys about reading motivations and habits. The various surveys analyzed were administered to grade levels ranging from second grade through high school. The data has been analyzed in a table and summarized in essay format. The essay includes an analysis of reasons why students lack motivation as well as strategies recommended to increase student motivation in reading. The analysis looks at reading habits of students, how many books they own, their attitude (feelings) towards reading, why students read, likes and dislikes in reading and reading in the home.
Title of the Survey Reading Habits of Students How many books does the student own? Attitude Towards Reading Why do students read? Reading likes and dislikes Reading in the Home
A Study of reading motivation Techniques with primary Elementary School Students by Whitney Burlew and others.
(Survey answers for most questions include: agree, unsure, disagree, and strongly disagree.)
Not Addressed Not Addressed Do you like reading books? 59% agree, 24.5% unsure, 7% disagree, 9.5% strongly disagree
Are you good at reading?
55% agree, 25% unsure, 10.5% disagree, 9.5% strongly disagree Circle two things you do during your free time?
Computer, TV, Video games 73.6%, Reading 55.4%, playing with friends 71%
( Study states that children chose activities over reading 72.3% of the time) Do you like receiving books for a present? 51.8% agree, 25.5% unsure, 12.3% disagree, 10.4% strongly disagree Do you read at home for fun? 52% agree, 24.5% unsure, 7.5% disagree, 16% strongly disagree
Improving Student Reading Motivation through The use of Oral reading Strategies by Dorothy Carr and others Availability of reading materials: 41 own a library card, 28 subscribe
to a newspaper, 31 subscribe to a magazine Ownership of reading materials: 22 own nonfiction books, 24 own fiction books, 23 visit public library Feelings and Attitudes towards reading:
22 enjoy silent reading, 11 enjoy oral reading, 11 enjoy reading, 14 enjoy receiving books as gifts, 19 enjoy reading with friends
Not Addressed Not addressed Presence of reading material in the home: 24 students had magazines, 23 had newspapers, 24 had fiction books, 23 had nonfiction books in their home
Increasing Student Motivation to Improve reading Performance by Sandi Barber and others
Enjoy going to the library: 20% of 10th graders, 35% of 4th graders, 86% of 2nd graders, and 86% of 3rd graders
Use the public library frequently: 40% of 10th graders, 35% of 4th graders, 40% of 2nd graders, and 52% of 3rd graders
Read in free time: 30% of 10th graders, 30% of 4th graders, 57% of 2nd graders, and 19% of 3rd graders Not Addressed Read a book in the last 3 months: 30% of 10th graders, 60% of 4th graders, 73% of 2nd graders, and 71% of 3rd graders Not Addressed Always have books to read: 70% of 10th graders, 75% of 4th graders, 50% of 2nd graders, and 57% of 3rd graders Not addressed
Improving Attitudes in Reading through Multiple Instructional Strategies in an At-Risk Environment
By Bauer D., & Lupo How do you choose books to read? (Gives choices such as if it’s easy, hard, teacher recommends etc.) They ranked the top three strategies as reading the first few pages, looking at the front cover and taking a friends advice respectively.
When do you prefer to read?
20 percent of the students prefer to read in their spare time, 15 percent like to read as part of class work, 15 percent during SSR, and 50 percent enjoy reading at home.
How do you like to read? (with friends, by myself, with kids at same level, with teacher in group)
50 percent of second graders liked to read with a friend and 30 percent liked to read by themselves. Five percent of students prefer to read with students at their reading level and fifteen percent like reading with a teacher in a group.
Not Addressed 60 percent of the students like to read a lot 25 percent felt that reading is okay and 15 percent would rather do other things than read. Not addressed What kind of books do you like to read? (lists different genres and students check which they like)
The top three choices were picture books, plays and poetry. Not addressed
Improving Elementary School Students’ Attitudes toward Voluntary Reading by Haverty, L., & And, O.
When asked about enjoyment in choosing books at the library:
0 students said they didn’t like it, 1 said it’s okay and 16 said they like it.
When asked if they enjoy sharing and reading books with others: 2 students didn’t like it, 3 said it was okay, and 12 didn’t like it.
I enjoy having my teacher or parents read aloud to me: 3 students didn’t like it, 1 felt it was okay and 13 like it. Not Addressed When asked if they enjoyed reading a book more than watching tv: 7 students said they don’t like it more, 4 said it was okay and 6 said they like it.
When asked about enjoying reading more than playing games: 4 students didn’t like it, 6 students said it was okay and 7 students said I like it. Not Addressed When asked if they enjoyed receiving a book as a gift, 1 student didn’t like it, 2 students said it was okay and 14 students said they like it.
When asked about reading for enjoyment at home: 1 student didn’t like it, 7 students felt it was okay and 9 students said they liked it.
Students were questioned about reading over summer vacation: 1 student doesn’t like reading over summer vacation, 7 students said it was okay and 9 students said they like it.
Improve the Reading Motivation of Third-Grade Children with Extra Time, Encouragement and Choice by Harrison Not addressed Not Addressed When asked how they felt about how well they were able to read: 25 students responded positively, 4 responded undecided and 10 responded negatively.
When asked how they felt about reading to the teacher: 20 responded positively, 6 responded undecided and 13 responded negatively.
When asked their feelings on reading aloud to a group: 21 responded positively, 7 were undecided and 11 responded negatively.
Students were asked how they felt about reading out loud to the teacher: 20 responded positively, 6 were undecided and 13 responded negatively.
Students were asked about their feelings on reading new words: 22 responded positively, 3 responded undecided and 14 responded negatively.
The last question asked how do you think your friends feel when you read out loud?
21 of the students responded positively, 5 were undecided and 13 responded negatively. Students were asked how they thought their friends felt about reading: 25 responded positively, 4 were undecided and 10 responded negatively.
Not addressed When asked how they felt about reading books for fun at home: 24 students responded positively, 4 were undecided and 11 responded negatively.
Sixth Grade Reading Interests: A Survey by Leena Snellman Do you like to read in your free time?
YES:
Overll:57%
Girls: 80%
Boys: 38%
NO:
Overall: 9%
Girls: ---
Boys: 15%
SOMETIMES
Overall: 35%
Girls: 20%
Boys:46%
Do you like to read magazines?
YES:
Overall: 96%
Girls: 90%
Boys: 100%
NO:
Overall: 4%
Girls: 10%
Boys: ---
Do you like to read the newspaper?
YES:
Overall: 74%
Girls: 100%
Boys:54%
NO:
Overall:26%
Girls: ---
Boys: 46%
Where do you usually get your books from?
The following was listed by the students throughout the class:
School library, public library, ‘a friend loans it to me, a teacher loans it to me, buy from the school book fair, buy from the bookstore, parents other. Not Addressed Not Addressed What made you like this/these books?
The types of books that were selected by most of the students were “funny” or “humorous”. Twenty-two percent of the students listed “funny or humorous”. Other common responses were “adventure”, “excitement”, “suspense”, and “mystery”.
What made you dislike this/these books?
17% of the students reported that the book was “dull”, “boring” or “was not exciting”.
Which of the following things make you want to read a certain book?
• A friend recommends it.
Overall:78%
Girls:100%
Boys:62%
• I like other books by the same author.
Overall:87%
Girls:100%
Boys:77%
• My teacher recommends it.
Overall:35%
Girls:60%
Boys:15%
• My mom or Dad recommends it.
Overall:48%
Girls:60%
Boys:38%
• I have seen the movie
Overall:61%
Girls:50%
Boys:69%
• It has an interesting cover
Overall:65%
Girls:60%
Boys:69%
• It is about a topic that I like
Overall:96%
Girls:100%
Boys:92% Name one or two of your favorite books. If you do not have a favorite, name a book that you liked pretty much.
Results indicated that there was a wide range of titles, that also ranged in several different types of books by both girls and boys.
Do you have a favorite author?
YES:
Overall: 65%
Girls: 70%
Boys: 62%
NO
Overall: 35%
Girls: 30%
Boys: 38%
Have you read any series?
YES
Overall: 87%
Girls: 100%
Boys: 77%
NO
Overall: 13%
Girls: ---
Boys: 23%
Have you ever read a book that you really did not like?
YES:
Overall: 35%
Girls: 30%
Boys: 38%
NO:
Overall: 65%
Girls: 70%
Boys:62%
Not Addressed
Using Literature to Increase Reading Motivation by, Kristen Aiden, Jane Lindequist, and Carrie Lubkeman. How often do you go to the library?
The study showed that there was a steady increase in the numbers of students visiting the library post-interventions.
How many days per week do you read?
The number of students reading everyday decreased by 17% post-interventions.
Would you rather read to yourself or have someone read to you?
The number of students that liked to be read to increased to 20% from 18% post-intervention.
About how many books do you own at home? Do you like to read?
Pre-Intervention:
YES: 50
NO: 15
Post-Intervention:
YES: 55
No: 11
Do you think reading is important, sort of important or not important?
The importance of reading was exactly the same for students who felt that it is very important from pre- to post-interventions. Not Addressed What types of books do you enjoy reading the most?
The majority of the students chose non-fiction as their favorite type of reading materials.
Do you have a favorite author?
The number of students with a favorite author decreased form 48-41% post-intervention. Not Addressed
A Leisure Reading Interest Survey of Lake Dallas Junior High School by Barbara Swanson Students were asked to indicate if the books selected in previous sections of the survey were acquired from the school library, public library, or if they were a personal copy.
School Library:
9th:
Male: 36.3
Female: 31.8
8th :
Male: 43
Female:33
7th:
Male: 29.3
Female: 34.4
Public Library:
9th:
Male: 14.4
Female:12.9
8th
Male: 10.5
Female: 6.6
7th
Male: 16.1
Female: 14.4
Personal Copy:
9th
Male: 49.1
Female:: 57.6
8th
Male:51.9
Female: 59.7
7th
Male: 54.5
Female: 51.0 This is indicated by students answering question previously asked, such as indicating where their selections of book were acquired. Students were asked if they enjoy reading for pleasure. Not Addressed Students were asked to list the books that they enjoy reading or disliked readings that were not mentioned in the previous questionnaire.
Students were provided with a list of eighty-eighty author-title selections. They were to indicate if they liked the book by writing a plus sign, or if they disliked the book by writing a minus sign.
Books Read:
Grade 9:
Male:10.42
Female: 15.5
Grade 8:
Male: 9.4
Female: 12.4
Grade 7:
Male: 9.3
Female: 8.7
Not Addressed
In the surveys which were given to elementary school students their reading habits, attitude toward reading, reason for reading, their likes and dislikes and how they felt about reading were most often assessed. Generally, the surveys asked about feelings more so than their motivation for choosing a particular book or preferring to read silently versus out loud. The findings of the surveys were that students in elementary school enjoy reading.
The reading habits of students in elementary school showed that they chose books by reading the first few pages, or looking at the front cover and lastly by taking a friends advice. They enjoy reading at home, during vacation, being read aloud to, reading with a partner, to the teacher, aloud in class, to themselves and within groups of their peers. Students also enjoy sharing and reading books with others and choosing books at the library. They prefer to read at home, in their spare time, during SSR and as part of their class work respectively.
Students like reading picture books, plays, and poetry. They enjoyed receiving books as gifts and having books to read.
Despite their enjoyment of reading, most students would choose to play games, watch television, use the computer or play video games over reading when given the choice.
The students in third and fourth grade have a slightly negative outlook on reading. They enjoy reading in their spare time less than younger students. Of the thirty-four third grade students who participated, at least ten responded negatively to each question posed. The reason for this could be that when students are in first and second grade they are still reading to learn, but as they enter third grade and continue on to fourth, the focus shifts to reading to learn. It is a new experience for the students and they are not given as much support with reading as they were in the younger grades. This can cause frustration and students begin to lack belief in their abilities. The students feel poorly about their reading ability and therefore do not enjoy nor choose to read.
Some reasons cited for this lack of motivation are weak reading skills and inadequate practice, ineffective reading models both in the home and classrooms, a lack of parental involvement, lack of literature in the home, low motivation, and inconsistent reading programs throughout the school. Students do not view reading as a priority, are not reading for pleasure, and felt reading was only linked to schoolwork and took up too much time, time that could be spent watching television or playing games. Additionally, students were not being exposed to a wide variety of reading materials, meaning that they may not have been exposed to texts that interest them and therefore view reading as a task instead of a joy.
The studies had some common motivational methods that they recommended using. They include the use of read-alouds, storytelling, supplying students with a variety of reading materials and allowing them choice in what they read. When given choices students are motivated because they feel empowered and they tend to choose texts that interest them. An incentives program in which students set goals and are rewarded when they achieve them was also recommended. Additionally, they recommend improving reading skills as a way to motivate students to read.
Some other suggestions for motivating students include using reading interest surveys, introducing a variety of genres, and book buddy discussion activities (Alden, Lindquist, & Lubkeman, 2003). More suggestions are to teach students to independently select books at their own reading level, and create a well organized and well stocked classroom library that includes books at a variety of reading levels. Independent silent reading and the use of journals and logs is another tool for motivating students. Lastly, studies recommend having students share what they are reading with other students. Some ways of doing this are having students create posters and displays for the classroom as well as by having students discuss what they are reading with the class.
In the surveys administered to older readers, sixth grade through high school, their habits were examined, the number of books they owned, why they read, reading likes and dislikes, and reading at home. The questions asked at this level were more in depth and often required explanation.
The reading habits of students showed that students in 7th, 8th and 9th grade were more likely to own personal copies of books over possessing copies from the school library. Even less students used the public library. Students in sixth grade also used the school library, public library, and purchased books. Sixth grade students also listed borrowing books from friends or teachers as well as parents as ways of acquiring literature. They enjoy reading in their free time; however, girls enjoy it more than boys. Both boys and girls reported liking to read magazines.
The motivation for reading in sixth grade is based on the topic, the author,
recommendation of a friend, the cover, having seen the movie, recommendation of parent, and recommendation of teacher respectively. Students said that they enjoyed books that were funny or humorous as well as books that had adventure, excitement, suspense or mystery.
Students choose the books they read based on their likes and dislikes. Over half of the
students stated that they had a favorite author which influenced their reading choices, a large number of students enjoy reading books in a series and about a third of the students stated that they had read a book they didn’t enjoy.
Motivation was lacking in this age group due to ineffective reading models in the home as well as the classroom, lack of time spent reading, a lack of variety in reading choices, poor attitudes toward reading and overall lack of interest in reading.
As a result of the findings, the researchers suggest that motivation will increase if students share their selections and help each other find books. Also, they recommend students use reading logs, engage in daily oral reading periods, listen to guest readers and performers, take part in extended reading and writing activities, and have a class log of books during oral readings.
Snellmen states that the essential motivating tool for teachers to use with their students to increase motivation towards readings is to identify why students would choose a book and what they liked the most about that book (Snellmen,1993). Further recommendations are to make sure not to stereotype book interests by gender and to provide students with the full-range of preferred reading materials to the smallest percentage displayed in the survey results (Snellmen,1993).
Overall, the reasons for lack of motivation are very similar and, in some cases, exactly the same throughout the grades. Some of the suggestions for motivating students are the same across the grades as well. This indicates that the reasons students are not motivated readers begins in elementary school and will continue through high school and possibly their lives, if they don’t become motivated. We as teachers must show students that reading can be fun and exciting and that it takes you places. By letting students know that there are many purposes for reading and exposing them to all different genres covering a variety of subjects and themes while modeling fluent reading for students and allowing them opportunities to become fluent readers themselves.
References
Alden, K., Lindquist, J., & Lubkeman, C. (2003, May 1). Using Literature To Increase Reading Motivation. Retrieved from ERIC database.
Barber, S., & Others. (2002, May). Increasing Student Motivation to Improve Reading Performance. Retrieved from the ERIC database.
Bauer, D., & Lupo, J. (2001, May 1). Improving Attitudes in Reading through Multiple Instructional Strategies in an At-Risk Environment. Retrieved from ERIC database.
Burlew, W., & Others. ( 2005, May). A Study of Reading Motivation Techniques with Primary Elementary School Students. Retrieved from ERIC database.
Carr, D., & Others. (1995, May 1). Improving Student Reading Motivation Though the Use of Oral Reading Strategies. Retrieved from ERIC database.
Harrison, I. (1994, January 1). Improve the Reading Motivation of Third-Grade Children with Extra Time, Encouragement and Choice. Retrieved from ERIC database.
Haverty, L., & And, O. (1996, April 1). Improving Elementary School Students' Attitudes toward Voluntary Reading. Retrieved from ERIC database.
Snellman, L. (1993). Sixth Grade Reading Interests: A Survey. Retrieved from ERIC database.
Swanson, B. (1977, May 1). A Leisure Reading Interests Survey of Lake Dallas Junior High School. Retrieved from ERIC database.
Strategies for Motivating Students Blog
Strategies for Motivating Students Blog: Larrissa Mangione
Although there are many factors that are involved in finding the most appropriate approach and instructional style when helping students’ motivation and enjoyment towards reading, there are a few strategies that can help ensure success in the classroom. First, students need to feel that they can relate to the topic. By building background knowledge and giving students the opportunity to express this knowledge in a positive manner, students already feel a connection towards the content of the reading. Providing students with multiple opportunities to anchor and express information will build confidence and motivation towards the reading. Multiple opportunities may include small group or whole group discussions, journaling, graphic organizers and media clips. The more exposure and compartmentalizing students have the more ready they are to learn more about a given topic through reading because of intrinsic motivation. A second strategy to employ in the classroom to help build students motivation is giving choices. Students need to feel success and control over their learning and the environment in which they learn in. Weather this choice is given by allowing students to choose where they read or even the books that they read can increase a child’s willingness to read. AN example of providing students with opportunities of choice and selection would be if the unit of study is on the Aztec civilization, provide students with a variety of books and genres that support this topic. Not only are students making choices about the genres of the books that they read, but can choose books that play towards their strengths and abilities as a means of increasing that level of success and eventually motivation. Thirdly, students need to be encourages by teachers setting attainable yet challenging academic goals. Having teachers and students develop goals as a team will allow the students to feel control over their own learning in regards to reading by being involved in their goals tracking. This also allows students to increase intrinsic motivation through success and self-made goals.
Working in a middle school teaching a highly intensive reading program for students with reading and writing disabilities I have found these strategies to help build motivation in my students towards reading. The biggest challenge faced was developing intrinsic versus extrinsic motivation when reading and writing have been such a challenge to students in the past. The few students that are in this class are very divers socially and culturally, yet have one thing in common, reading is a great challenge and source of anguish for them. Their reading development and growth did not truly begin until they were given opportunities to feel successful and in control of their learning.
The power of building background knowledge as a teacher and each child’s individual struggles and strengths towards reading is apparent in relation to student growth and motivation. After completing the survey investigations and analysis, I have “beefed” up my own survey and questions that I have for students at the beginning and throughout the school year. Some of the more beneficial questions that are now included in this survey are ones that search for clues pertaining to the students views of themselves and feelings towards reading, what the students looks for when choosing a book, and the family’s involvement in reading at home. Additionally, according to the analysis that have been performed pertaining to interest surveys, students in elementary and most likely in higher grades, would choose to play games, watch television, or use the computer before reading (Bauer, 2002). By living in a world that is surrounds students with media and information, it seems that it would beneficial to incorporate this already motivating outlet to the classroom. In other words, show video clips before reading. Or allow students to use the internet to build background knowledge about a topic of reading. Games are also a great way to engage students in the classroom.
When choosing books that can be used as motivational tools in my classroom I look for books that play to a Childs interests and strengths. It is very frustrating when a child is forced to read the same type of book when they feel disconnected or unsuccessful. For instance, in the social studies classroom students are often forced to read the same text book about a specific unit of study. A way to increase student motivation would be to allow students to choose from a variety of books and genres that relate to the topic. If there is a classroom that has more liberties and freedom, students can look for books that they are truly interested in. I like to find books or reading materials that relate to current events. For example, the volcano eruption in Iceland has been a wonderful source of interest and opportunities for book selections in the classroom. I have had students using the internet to research and to find reading materials that relate to the topic of volcanoes. Overall, books that students can relate to, become successful and make personal growth towards the overall goal can help towards the teachers’ goals of building success and intrinsic motivation towards reading in the classroom.
Bauer, D., & Others. (2002, May 1). Improving Attitudes in Reading through Multiple Instructional Strategies in an At-Risk Environment. Retrieved from ERIC database.
Although there are many factors that are involved in finding the most appropriate approach and instructional style when helping students’ motivation and enjoyment towards reading, there are a few strategies that can help ensure success in the classroom. First, students need to feel that they can relate to the topic. By building background knowledge and giving students the opportunity to express this knowledge in a positive manner, students already feel a connection towards the content of the reading. Providing students with multiple opportunities to anchor and express information will build confidence and motivation towards the reading. Multiple opportunities may include small group or whole group discussions, journaling, graphic organizers and media clips. The more exposure and compartmentalizing students have the more ready they are to learn more about a given topic through reading because of intrinsic motivation. A second strategy to employ in the classroom to help build students motivation is giving choices. Students need to feel success and control over their learning and the environment in which they learn in. Weather this choice is given by allowing students to choose where they read or even the books that they read can increase a child’s willingness to read. AN example of providing students with opportunities of choice and selection would be if the unit of study is on the Aztec civilization, provide students with a variety of books and genres that support this topic. Not only are students making choices about the genres of the books that they read, but can choose books that play towards their strengths and abilities as a means of increasing that level of success and eventually motivation. Thirdly, students need to be encourages by teachers setting attainable yet challenging academic goals. Having teachers and students develop goals as a team will allow the students to feel control over their own learning in regards to reading by being involved in their goals tracking. This also allows students to increase intrinsic motivation through success and self-made goals.
Working in a middle school teaching a highly intensive reading program for students with reading and writing disabilities I have found these strategies to help build motivation in my students towards reading. The biggest challenge faced was developing intrinsic versus extrinsic motivation when reading and writing have been such a challenge to students in the past. The few students that are in this class are very divers socially and culturally, yet have one thing in common, reading is a great challenge and source of anguish for them. Their reading development and growth did not truly begin until they were given opportunities to feel successful and in control of their learning.
The power of building background knowledge as a teacher and each child’s individual struggles and strengths towards reading is apparent in relation to student growth and motivation. After completing the survey investigations and analysis, I have “beefed” up my own survey and questions that I have for students at the beginning and throughout the school year. Some of the more beneficial questions that are now included in this survey are ones that search for clues pertaining to the students views of themselves and feelings towards reading, what the students looks for when choosing a book, and the family’s involvement in reading at home. Additionally, according to the analysis that have been performed pertaining to interest surveys, students in elementary and most likely in higher grades, would choose to play games, watch television, or use the computer before reading (Bauer, 2002). By living in a world that is surrounds students with media and information, it seems that it would beneficial to incorporate this already motivating outlet to the classroom. In other words, show video clips before reading. Or allow students to use the internet to build background knowledge about a topic of reading. Games are also a great way to engage students in the classroom.
When choosing books that can be used as motivational tools in my classroom I look for books that play to a Childs interests and strengths. It is very frustrating when a child is forced to read the same type of book when they feel disconnected or unsuccessful. For instance, in the social studies classroom students are often forced to read the same text book about a specific unit of study. A way to increase student motivation would be to allow students to choose from a variety of books and genres that relate to the topic. If there is a classroom that has more liberties and freedom, students can look for books that they are truly interested in. I like to find books or reading materials that relate to current events. For example, the volcano eruption in Iceland has been a wonderful source of interest and opportunities for book selections in the classroom. I have had students using the internet to research and to find reading materials that relate to the topic of volcanoes. Overall, books that students can relate to, become successful and make personal growth towards the overall goal can help towards the teachers’ goals of building success and intrinsic motivation towards reading in the classroom.
Bauer, D., & Others. (2002, May 1). Improving Attitudes in Reading through Multiple Instructional Strategies in an At-Risk Environment. Retrieved from ERIC database.
Tuesday, April 20, 2010
Strategies for Motivating Students Individual Blog - Stephanie Mills Curry
Teachers often believe that proficient readers naturally have a love for reading. There is little or no effort needed by the teacher to foster this enjoyment for reading during free time. On the other hand, reluctant readers hesitate to read for several reasons. Primarily, students learn by having someone model new concepts. Students will observe parents, caregivers, or teachers reading and emulate this behavior. However, the study conducted revealed that these students don’t have parents that subscribe to books, magazines, or newspapers for themselves, let alone for the children to read. Teachers have to realize that it isn’t enough to assign reading time in class in hopes to foster a love of reading. Students need modeling & training. Neither teachers, nor parents are reading in front of or to the students. Teachers are not necessarily selecting quality literature to read as a read-aloud or assigned reading and parents don’t see the benefit nor do they take the time to read daily with their students.
Basic skills are being taught to students. Students learn the alphabet, sounds, high frequency words, and some reading comprehension strategies. Unfortunately though, when asked, students didn’t know how to select an interesting book to read. Not having models that demonstrate a love for reading, perhaps leads students to developing negative attitudes towards reading. Although, students gained basic reading skills, eventually when encountering unfamiliar text, students may become unsure of the strategies to use to decode the text because it is more complex than they are accustomed too. After reading the text, they don’t know the meaning of what has been read, quite possibly as a result of focusing on decoding. Consequently, students will decide that reading is hard, takes too long, or is boring. The benefits of knowledge are unimportant to these students. Realizing that they are struggling readers and therefore don’t want to even engage in intervention strategies such as reading with a peer. There is a sense of embarrassment. In conclusion, a student’s motivation for reading stems from modeling, teaching, & practicing, which will foster a positive self-efficacy.
Bearing this in mind, it is imperative that I instill a love of reading in my students. They are at the earliest stages of reading. In an ideal world, teachers would receive students having a love for learning and are self-motivated on the first day of school. Looking specifically at the elementary school in which I teach a kindergarten class, this isn’t always the case. Our population is very diverse, with respect to ethnicity, economics and educational background of parents. In my opinion certain factors may not change, but this doesn’t determine a student’s possible level of achievement.
Phonemic awareness, phonics, fluency, vocabulary, & comprehension are all skills that a good reader must possess. Acquisition of these skills can begin as early as pre-kindergarten. Clearly, it is imperative that a foundation of skills is laid to prevent reading failure. States have adopted grade level standards that are aligned with these skills, in an effort to ensure that students aren’t plunged into reading without the needed skills. However, it is up to the teacher to tailor instruction to the students’ needs for reading achievement to occur.
The development of phonological awareness skills typically occurs in the following order: rhyme skills, spelling, recognizing words with similar beginning or ending sounds, recognizing the number of sounds in a word, spelling vowel-consonant, consonant-vowel, and consonant-vowel-consonant style words, and manipulating the sounds in a word. Although the acquisition of these skills occur in this order, children may be at different skill levels within the process.
Being that phonological awareness skills are a precursor to reading skills, students not achieving mastery quite possibly will encounter problems with their reading abilities. Children with reading problems have phonological awareness problems as well. These problems are generally related to the ability to manipulate smaller phonemic units within rhyming words. They have to be familiar with rhyming and alliteration. This familiarity lends itself to the ability to produce words with the same beginning or ending sounds. Literature-related activities that facilitate play with language throughout the text helps students focus on words and their manipulations. Poetry can be a scaffold for language learning. Young children enjoy listening to the rhythmic language and sharing catchy phrases. Books such as Brown Bear, Brown Bear, What do you see?, nursery rhymes, and the Five Little Monkey series books are a favorite amongst young children. Reciting rhymes, producing rhyming words, clapping sounds and syllables, playing word games, and singing are all activities that strengthen phonemic awareness (Zeece, 2006). As students acquire phonological skills and learn the connection between letters and sounds the possibility of reading difficulty diminishes.
Holl, Robert, & Morgan, Frances. (2002). LearningA-Z.com. Your Reading Resource Center. Retrieved from www.readingaz.com.
Luna, Michelle, Urbanski, AnneMarie, White, Susan (2002, May). Motivating Students to Read for Enjoyment. Dissertation. Retrieved on April 18, 2010.
Zeece, Pauline Davey. (2006, October). Sound Reading and Reading Sounds: The Case for Phonemic Awareness. Early Childhood Education Journal, 34(2), 169-175.
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