Individual Report and Summary: Motivating Students/Maria Mallon

The results of our surveys overwhelming concluded that younger children (between 6 and 9 years old), love to read story books. They read for the pure purpose of pleasure. They find enjoyment in the ability to comprehend a story that they read and anxiously look forward to the next book. As the children get older, their interest in reading fluctuates between reading an occasional good book, reading because they have to for school, or not finding a topic or genre available that they are interested in. High school students are reading more magazines. They also read more at school than at home.

There may be three types of aliteracy (the state of being able to read but uninterested in doing so.) The first is a dormant reader who reads for pleasure when he/she feels that there is enough time, such as vacations and/or commitment free time. The next is the uncommitted reader. This reader has an open attitude toward reading. Doesn’t care for it but may grow to like it. The third is he unmotivated reader. This person has negative attitudes and actively dislikes it. (Beers, 1996).

Next, parents play an important part influencing children with in the pleasures of reading. If parents model reading, then their children are more likely to become readers.

Kindergarten is the grade I teach. Even though they are 5 and 6 years old, 99% of the children have moved from Stage 0 (some knowledge of print, letter and word recognition and environmental print) to Stage 1 where they have alphabet recognition, phonemic awareness, and ability to decode words. There is only one student not reading on grade level (DRA Level B); however, the rest of the students range from Level C (beginning readers) to reading chapter books, such as Junie B. Jones.

Factors that are considered when developing a literature-based lesson plan or unit revolve around the standards, the curriculum, and the availability of the books. When planning an author study, I like enough books for the class to have at least six copies of certain books (for book talks), and one or two copies of the books for the children to put in their book bins. These books are distributed after it is read aloud. The students can then take it home in their “Book in a Bag” to “read” and share at home.

Motivational activities that get kids to read in my classroom include partner reading (students take turns reading and discussing books with another student); literacy stations (assorted genre baskets are put on tables and students are free to go to whatever basket of books they are interested in); and reader’s theater (students can make puppets or practice a favorite book with a small group. We have been fortunate enough to have great authors visit our school such as Pamela Duncan Edwards and Carmen Agra Deedy both of whom professed the wonderful world of books and what motivated them as children to read. When students find success with reading, it motivates them to read more. Dr. Seuss books are very popular in my class and a favorite is “Ten Apples Up on Top.”

It is important to “promote” these books in read alouds and a “Teacher Favorites” genre basket. All the students love to know what books their teacher likes to read. Technology is another motivational tool when children read on computers in the classroom.

Beers, G. Kylene. (1996). No time, no interest, no way! The three voices of aliteracy.
School Library Journal, 42(2), 30-33.

Beers, G. Kylene. (1996). No time, no interest, no way! The three voices of aliteracy,
Part II. School Library Journal, 42(3), 110-113.