Motivating Students to Read

Chapter 17

Elizabeth Goode

LIBR 263

In the year 2000,American children aged 2-17 spent 2 1/2 hours watching television every day and almost 4 1/2 hours a day split between TV, internet, video games and using the computer.

-p. 214

In 2006, a study found that “children age 3-12 averaged fewer than 15 minutes per day reading” and a similar study noted that “children in grades 4 and 5 read an average of only 10-15 minutes per day.

-p. 214

Two things to ponder:

1) Jim Trelease wrote, “We’ve taught children how to read but have forgotten to teach them to want to read.” p. 215

2) “The more motivated children are, the greater amount and breadth of their reading, even after controlling for previous amount and breadth of reading.

Adult Role Models

“Nothing we offer children is more important than an adult who reads” p. 218

“When teachers introduce and read from books they genuinely like, students are more likely to be motivated.”

Those books generally are better books. They usually are more solidly crafted and contain more levels on which children can make connections.

When teachers recommend books that are personally meaningful, a genuine and irresistible enthusiasm accompanies their words. When people talk about books they like, those who listen are often influenced by their sincerity and conviction. P. 218

Learning from Motivated Readers- Common principles of how motivated readers read: They don’t read for others but rather their own purposes. They

read what is important to them. They have personal and identifiable likes and dislikes in books. They feel rewarded during the reading process and find

immediate pleasure in the reading without thinking about the info they will gain from it.

They don’t feel trapped by a book. They don’t hesitate about passing judgment on a book. They read at their own rate. They don’t feel obligated to remember everything they read. They read broadly, narrowly, or in between, depending on how

they feel. They develop personal attachment to books they like They find regular time to read. P. 219

Best thing to learn: get out of student’s way

“Are the things I am asking my students to do in response to a book adding to their enjoyment and understanding of that book?”

Things to watch out for: Insisting on different books

Disgracing student’s choice in books, placing value judgments on out-of-school reading

Not using “authentic literacy” activities

Disempowering student reading

Misusing reading incentive programs

““Authentic literacy” are types of activities that are practiced not just within the walls of a schoolroom but also for real-life purposes outside school.” p. 220

No Worksheets or Basal Readers

Reading Incentive Programs “Some research shows

that extrinsic rewards actually can hinder the development of intrinsic motivation to read” p. 221

Other research shows that extrinsic rewards don’t hinder attitude, time on task or performance.

Make sure the prize doesn’t overshadow the book.

Reward proximity=If we want children to value books, then we should give them booksas a reward for their reading…not pizza.

Positive Student Motivation-Ideal Reading Environment: Set an example-communicate enthusiasm and

appreciation of literature and most importantly read in front of the students

Provide access to books-different formats and reading levels

Make time for books: read-aloud, time for self-selected reading, introduce books to children

Create a reading atmosphere Work with parents Choose meaningful activities No guarantees every child will be motivated to read

Read-Aloud Rules: Honestly like the book

you read Do not read unfamiliar

books Do the reading yourself,

not by students Do not expect all

students to like the book Establish rules for read-

aloud time Allow access to books

that have already been read-alouds p. 224

Reading Atmosphere Rules: Make emotional climate

safe Promote the idea of a

community of readers Liven up the room-

posters, kid’s art, bookmarks

Connect students and authors

Promote the cycle of success: positive, pleasurable reading experiences p. 228

Tunnell, M. O., Jacobs, J.S., Young, T.A., Bryan, G. (2012). Children's Literature, Briefly, (5th Edition). Allyn & Bacon.