Motivation Among Boys ' And Girls ' Reading Achievement Essay

I chose motivation as my construct because I am very curious at what drives people and keeps them on track to reach goals, deadlines, and thing of this nature. Motivation of course is not something that can be measured, nor could it possibly measured accurately. First motivation can be defined in multiple ways to different people. Internal and external influences that fuel desire and energy in people to be continually involved and faithful to a job, role or subject, or to make an effort to attain a goal. Motivation results from the interaction of both conscious and unconscious factors such as the strength of desire

Motivation is a very broad term that is discussed in a variety of settings. There is the motivation to perform in a business setting, the motivation to perform on the field of competition, the motivation to provide for friends and family, and the motivation to accomplish goals that have been set. These are all various motivations that any one person can be involved with at any time. According to Maslow, motivation always exists within a person and in various forms, “...motivation is constant, never ending, fluctuating, and complex, and that it is an almost universal characteristic of practically every organismic state of affairs” (Maslow, 1954). As complex as motivation seems, it is everyone’s intention to identify their personal

In the past, knowing that motivation was one of the primary concerns for teachers when teaching them to read (Veenamn, 1984) but today it deals more with finding a way to interest students in reading (O’Flahavan, Gambrell, Guthrie, Stahl, & Alvermann, 1992), Gambrell, Palmer, Codling, & Mazzoni developed a tool to assess student motivation in reading. The Motivation to Read Profile includes a reading survey and a conversational interview. The survey gathers information on reading motivation as it relates to self-concept as a reader and the value of reading. The interview gathers information on books students find most interesting, favorite authors, and where and how students find books. After administering the survey and interview, teachers

For this assignment, I chose the article Motivating Students to Read in the Content Classroom: Six Evidence-Based Principles by William Brozo and Sutton Flynt. This article first talks about how a survey of motivation to read showed a large majority of fourth graders say reading was not their favorite activity and they did not like to read frequently. The authors proposed six ways to get children more involved in reading, starting with elevating their self-efficiency. Students who possess high, school-related self-efficiency outperform their less-engaged peers. Teachers can create conditions for students that are associated with increased perceptions of competence and the student will consequently sustain an effort to be successful. The next point made in this article is to engage interest in new learning. Basically this means to generate interest in new content, making students more likely to put forth necessary efforts to read and learn the new material. “This realization should lead teachers to incorporate a variety of instructional practices that embrace multiple forms of literacy, multiple sources of information, and student choice

Graves, M. F., Juel, C., & Graves, B. B. (2011). Teaching Reading in the 21st Century. Motivating All Learners (5th ed.). Boston, MA: Pearson Education.

One of the most important foundational skills in the primary grades is learning how to read proficiently. This skill is a key indicator for student’s success for the rest of their educational careers (Wigfield, Guthrie, Perencevich, Taboada, Klauda, Mcrae, & Barbosa, 2008). The teacher researcher believes that the students in her class are not motivated to read paper bound books, and that by implementing an online reading program it will increase her students motivation to complete their nightly reading homework. She also believes that when students complete their nightly reading homework on a regular basis this will help improve the students reading comprehension and fluency scores. It will also have an important impact on the overall academic functioning of students according to (DioGuardi , Theodore, Hughes, Aloiso, Eccles, & Eccles,

There has been a significant loss in motivation to reading, especially seen in young people and children. The intervention program that is being explored is the “Joy of Reading” intervention and was implemented in twelve second grade special education classes for students who had learning disabilities. There were 108 students in total, between the ages of 7 and 8. The control group, or the group that did not receive the intervention program, consisted of 108 students. The classes were randomly assigned to the experimental or control groups, as the reading ability for all participants was below their age level. A language independent test called RAVEN was administered to the students in order to note the students’ cognitive abilities. The test measure general intelligence and is the most common and popular test administered to people ranging from five years old to the elderly. The Joy of Reading intervention program was implemented five days a week for 45 minutes per day throughout the course of a school year. The program consisted of fixed parts, such as daily reading with writing about the reading, and variable parts, meaning storytelling and retelling the story and functional reading. The program is assessed in three parts: book preference, meaning that children will choose to read a book for fun as opposed to an electronic device; quantity of reading, meaning someone who

A growing body of researchers claim that if students are not motivated and engaged in reading, they will not achieve their full literacy potential (Gambrell, 2011; Serravallo 2015; Warner, 2014; Irvin et al., 2007; Parsons et al., 2015). How and why would they read a “broad range of high-quality, increasingly challenging” texts if they are not interested? Research now shows that engagement and reading achievement actually have a symbiotic relationship, such that they must exist simultaneously (Guthrie & Wigfield, 2000, as cited in Springer, Harris, & Dole, 2017). As students become more engaged in reading, they develop an increased level of competence, which supports their literacy achievement (Irvin et al., 2007; Springer, Harris, & Dole, 2017). As students’ reading abilities increase, they hold a greater desire to continue reading, along

Since I was a little girl, I have expressed a great interest in and love for reading. I know my love for reading is one of the reasons I became a teacher. I was excited to pursue a career where I could share my love of reading and books with my students. As I began student teaching, however, I realized not all children have had the same experiences as I have had with reading. Although I am not sure I want to be a literacy specialist, I chose the literacy Master’s Degree program because I wanted to help all children, especially struggling readers, develop a love for reading and become successful readers and writers. If I had not seen children struggle with reading, I am not sure if I would have ever chosen literacy for my Master’s program.

What is motivation? Process that accounts for an individuals intensity, direction & persistence of effort towards attaining a goal.

Families are often encouraged to provide a variety of reading material for their children, especially at an early age, to give children plenty of options when learning how to read. When children are provided with a variety of reading material at home, they see that a high value is placed on reading. If parents value reading at home, children tend to value it also, and the more a child is encouraged to read at home, the more they will want to engage in reading in general. By being involved in their child’s reading development, parents can give their children a firm foundation to reading prior to entering grade school which will lead to a lifetime of reading enjoyment and

The authors decipher the most useful 15 principals that will help guide reading instruction for educators. For example, Principal 13 is the process of encouraging self-direction and self- monitoring. The authors clarify how good readers are able to decide when they don’t understand a passage, and are able to figure out ways to better decipher the material. It is evident that principal 13 is extremely important for us as educators to use when teaching our students. Self-direction, and self-monitoring are important because they help teach the reader that it’s okay to not understand what they have read. It pushes them to reevaluate what they read, make inferences, and figure out a way to break down the passage on their own in order to better understand it. This is important for the students as they grow because they’ll be able to read difficult passages, and self-direct themselves to decode it. Furthermore, Principal 13 teaches readers how to go on, and figure it out themselves, to ultimately expand their cognitive thinking. Even for adults, there are readings that may need to be broken down for them to better understand. When, and if taught Principal 13 as a child, they can clue in on that skill they learned, and break down the difficult parts of the reading. In conclusion, Principal 13 is important for overall student growth as a

Literacy is fundamental for student’s education in school. Reading has part of education for many centuries and teachers need to remind students how much reading helps them increase their language skills which they will use in school and throughout their lives. Reading aloud can improve reading fluency, increase vocabulary, and foster comprehension skills. If certain students read aloud in the classroom, teachers in most cases don’t look for alternatives to encourage the rest. Some teachers don’t model reading aloud to students, even though it can be a factor in promoting and increasing the motivation of students in fostering their reading skills. The main goal for teachers should be to create independent readers; students that can be autodidact throughout their lives.

Students who are taught key skills and strategies in reading instruction often develop into more proficient readers than those who are not provided with these skills in an explicit and systematic way. As formal reading instruction for many students commences in the foundation year of school, it is the role of the educator to model and explain the key components of literacy to students. Research on effective reading instruction suggests that students benefit when they learn concepts of print, phonemic awareness, phonics, fluency, vocabulary, and comprehension (National Reading Panel, 2000). Moreover, reading instruction needs to be supported by effective teaching strategies that include modelled reading aloud, shared book reading, guided

Good reading habits are the key to the success of all the lessons at school. Reading is an individual effort that is sensitive to information needs and the development of science. Reading is an activity that involves physical, mind, and emotion. Therefore, reading habits among students become indispensable in learning activities. The role of students in building reading habits is necessary. Students are required to have awareness in reading