Reading For Fun By The Naep ( National Assessment Of Education Progress

When students learn about subjects they are familiar with, it allows the content area being taught to become meaningful. As mentioned in Chapter 6, on page 149, motivation to read can come because they are interested in the content. When students are interested in the content they are reading, their needs are being met, and they will be well prepared for a successful literacy experience.

Have you ever read such a great book that you became completely infatuated with it? You feel the pain, happiness, sadness that the characters feel; you feel as if you personally know the characters. You begin to forget that what you are reading is just a creative piece of writing because you are so infatuated with it. Reading for pleasure is a way to escape reality, a way to be inspired, a way to become more knowledgeable, and even a way to gain a new identity (Storm). In this day and age however, students prefer not to read for pleasure during their free time, such as summer vacations (McGaha). A major obstacle that students face today is technology. With technology expanding so rapidly, it seems that students are more focused on owning

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

This is because many schools believe that in today’s age of technology, teenagers prefer reading through a digital platform. However, Merga discovers that reading habits amongst adolescents are not homogenous, and they do not all prefer digital books. Rather, she finds that the individual reading preferences of adolescents vary and educators must take these varying preferences into account.

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

Whilst investigating my literacy topic on placement I decided to not only interview my mentor teacher but also interview two students to gain their perspective on the use of technology. I believed their point of you view was valuable to my findings and wanted to discover firsthand if students are enjoying and finding the use of technology helpful in their literacy classes. Whilst assisting on placement I approached two children and interviewed them at different times, the two children in particular were very forward and honest when sharing their opinions with me. From their opinions they expressed in the short interview (refer to Appendix 1) it is evident the two students would rather read an eBook than a book and find it exciting and fun, this would cause more engagement and focus on the text. The two students also mentioned that pictures in the eBook are animated and this helps make sense of the story. It is clear that an interactive reading experience, acquires students with a greater comprehension of a text (Hutchison, Beschorner and Schmidt-Crawford 2012). These findings support my research question relating to the importance of learning literacy with the assistance of technology. Another artefact to support this matter (refer to Appendix 2) is a task students completed, which involved them writing up a draft of a poem and later they were to type up the final copy. A number of students were completing their draft on a laptop, I asked the teacher why they were not

The article that I chose to reflect on is called Creating Passionate Readers, and can be found in the December 2016 issue of Voices from the Middle. This article was written by Mrs. Pernille Ripp, a seventh grade English teacher in Wisconsin. In this article, Mrs. Ripp addresses the issue of students, regardless of their age, abandoning reading for one reason or another. Based on her own personal experience in the classroom, she feels as though students tend to give up on reading altogether, and it is oftentimes up to the teacher to set an example as a role model, and show the students what it means to be a reader. Her personal methods of creating a spark in a child’s life are generally simple in concept, but the impact they have on her students can be life changing.

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

As a student, I remember when I was really little and how much I loved to read. I’d have either myself or my mother read me a book every night before bed. I loved picturing the story within my head, but now as a freshman college student I do not enjoy reading. I only decide to read when its assigned, and even then it's still hard for me to focus, especially if the books not interesting. After reading this article called “How Teachers Make Children Hate Reading”, these are the three major points I related to; having children read out loud, making them stop reading to look up a word they don't know, and quizzing them on things they read. I realized that I related to all of them and remember going through that in school.

The purpose of the study was to examine the impact of motivation to read on reading gains of struggling readers with and without learning disabilities and evaluate by conducting numerous analysis. The READ 180 program is a comprehensive reading intervention program designed to meet the needs of struggling readers in 4th through 12th grade. Moreover, the READ program included 13 students with Learning Disabilities and 25 students without a Learning Disability. The participants were exposed to a structured 18-week program. Also, the program provided plenty evidence-based teaching methods such as whole- group, small group, and technology-integrated instruction. The Adolescent Motivation to READ the Scholastic Reading Inventory measured survey and

This article was about the result of a survey that was conducted to 1,765 sixth-grade students in language arts classroom in 23 different schools in northeastern United States. The students were the primary informants about what motivates them to read in their language arts classroom. They concluded that students enjoy independent reading the most in their language arts classroom. The students also enjoy when the teacher does a read aloud. Finally, the main reason why students are motivated to read at school is because they enjoy the quality and diversity of reading material and that the classroom setting and other people do not have the biggest effect on them.

Today’s society is always rushing to and from work, so when people actually get to sit down and relax, their first instinct is most likely not to pick up a book and read it. Most people would rather turn on the television or catch up on their social media. Books and newspapers seem to be a dying art since the birth of electronic books and the internet. It is clear that reading is significantly declining in the United States; this can be solved by making reading a positive practice and by student self-selected literature.

"Interest is an important factor of learning" (Alvermann 2013, p 133). Student interest and motivation are married together. Teacher's understand that when students are interested, they are more engaged and motivated. Reading is one area where many students lack interest. Pre-reading strategies help to spark student interest before they dive into the content. There are numerous strategies, but the most common are graphic organizers, KWL charts, anticipation guides, and list-group-label strategies. Implementing these strategies helps to activate students previous knowledge, making the content more interesting and relatable.

This article attempts to enlighten educators to allow computers in the classroom as a workshop to help improve literacy. The computer allows for students to have both a visual and a verbal reference to a topic, thus, solidifying a concrete comprehension of the text, allowing the student to be further engaged and stimulated with the assignment. Over the years, educators have seen such a vast change in technology, especially in the classroom. It is time now, that educators embrace the change and use it to their advantage. “If students can be motivated and engaged when using technology, teachers should continue to support this type of learning when appropriate.”

Motivation is necessary for survival. In order to obtain the food necessary to live another day, one must do something for it, whatever has to be done. When it pertains to obtaining an education, young teens and children need to be motivated in order to learn. The majority of youngsters that show up to school at such an early