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Influences of Stimulating Tasks on Reading Motivation and Comprehension

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Reading Motivation

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

  2. Backgrounds • Below class 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. Enquiry Review • For struggling readers to become motivated and better readers "they need to exist reading at their instructional reading level with 95% accuracy in discussion recognition" (Ivey, 1999). By the fourth dimension a struggling reader reaches middle school some are "3-iv years behind compared to on grade-level readers. The Fundamental is making difficult books accessible and piece of cake books acceptable" (Ivey, 1999). • Equally stated past Edmunds and Bauserman (2006), motivation is the cardinal role in learning. "Motivation frequently makes the difference betwixt 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 depression in intrinsic motivation for reading. Maybe fifty-fifty more apropos 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 ain reading experiences with students and emphasize how reading enhances and enriches their lives" (p. 20). Allington (2006) offers the thought of the teacher previewing a small selection of books each day, offering what blazon of reader may enjoy the book, and assuasive students to check them out. "The more than 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 • thirteen EC students-6 males, 7 females • ten out of 13 students struggling-ranges from primer to quaternary grade. • 4 students diagnosed ADHD

  6. Research Questions • What result does pupil choice have on increasing involvement and motivation in reading? • What effect does implementing a ready self-selected reading (or read aloud) have on increasing reading attending and motivation?

  7. Intervention Procedures

  8. Information Drove

  9. Data Analysis

  10. Garfield Survey Pre-Assessment Average Results

  11. Book Talk Ascertainment Notes

  12. Notes from Individual Conferences

  13. Results Thus Far • Students have an increased want to read independently and asked for silent reading time. • Students eagerness to read gradually increased over data collection period and observed attention bridge increased. • Book Talks helped students to build excitement and engagement, motivated by peer selections. • Through student conferences, comprehension skills were elevated past increased participation with peers and teacher. • Students thoroughly enjoyed one-on-one conferencing with teacher and peers in lodge to express their interpretation of the text.

  14. Teacher Reflections • Changes affecting life-long dislike of reading • Quick transition of attitude based on interventions • Fourth dimension to devote to report and data collection • Locating text that is loftier interest, historic period appropriate, low reading level.

  15. Time to come Research/Implications • Implement independent reading centre using pick as function of daily guided reading programme. • Report other techniques for students who accept attention/motivation bug • Implement weekly volume talks as a reading strategy to build enthusiasm • Parent/Student Interest Surveys at offset of year to help book interests/reading background • Further use of student option ideas for locating books of high interest/low level.

  16. References • Barber, Southward., Franks, Southward., Madda, F., & Rodriguez, A. (2002). Increasing Pupil Motivation To Improve Reading Functioning. • 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 fourth dimension-on-task to homework. Northwest Regional Educational Laboratory. • Capen, R. (Fall2010). The Role of the Instructor and Classroom Environment in Reading Motivation. Illinois Reading Council Journal, 38(4), twenty-25. • Gambrell, 50. B. (1996). Creating classroom cultures that foster reading motivation. The Reading Instructor, 50(i), 14–25. • Gustafson, C., Baxter, One thousand. A., Kochel, Thou. A., & Kenney, B. (2007). Reading Motivation Through Competition: Boys as Readers Year: 2007, 269. • Guthrie, J. T., Wigfield, A., Humenick, N. Yard., Perencevich, K. C., Taboada, A., & Barbosa, P. (2006). Influences of Stimulating Tasks on Reading Motivation and Comprehension. Periodical 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(half dozen), 241-249. • Reading Rockets: Reading Motivation: What the Enquiry Says. (north.d.). . Retrieved Apr eleven, 2011, from http://www.readingrockets.org/article/29624

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

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