Reading Motivation
Being able to read is important, not only for academic success but also as a general life skill that is necessary in a literate society (McGeown, 2013). Due to its significance, it is crucial to identify ways to develop children’s reading through engagement in reading activities. Research confirms that student motivation is a key factor in successful reading (Gambrell & Marinak, 2009) and without the motivation to read, even a competent student will not have the drive to read. Therefore, it is essential for children to develop their reading skills.
Albert Bandura (1986) has suggested that motivation or a lack thereof is the result of an individual’s self-efficacy related to a task. Self-efficacy can be defined as the
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Will describes the enjoyments, wants and behaviours surrounding reading. A person with skill may be capable to read, but without will, he or she cannot become a reader (Cambria & Guthrie, 2013). So, to become a successful reader, children need the ‘skills’ and the ‘will’. This will determine whether he or she reads widely and frequently and grows into someone who enjoys and benefits from literacy.
There are three powerful motivations that drive students’ reading. These include: interest, dedication and confidence (Cambria & Guthrie, 2013). Students who are interested in reading are motivated because they enjoy reading; a dedicated student is motivated to read because they believe it is important, and a confident student reads because they can do it. These three motivations can be synergistic as well as independent. They are synergistic by working together to propel a student forward to become a motivated reader. For an example, some students are interested and enjoy reading. The enjoyment of reading leads them to commit time, concentration and dedication, which will produce achievement in grades and high-test scores (Cambria & Guthrie, 2013). Similarly, confident students are dedicated to their work when they have to and commit time and energy to tasks as they expect to succeed, so the time and effort are part of their dedication. But, it is only when interest and confidence are controlled by dedication, will students succeed
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.
“The more you read, the more things you know. The more that you learn, the more places you’ll go.” This is how Dr. Seuss thought of reading, and I think of it in much the same way. Literacy is everywhere and influences us every day, therefore, it plays a major part in each of our lives. I believe that reading is an interactive activity in which learning happens, or as Clay (2001) defines it, “…a message-getting, problem-solving activity” (p. 1). Reading is the process through which one reads information and from doing so, constructs meaning about the material. The more exposure and practice one has with reading, the more knowledge one gains. In this paper, I will begin by discussing my own personal educational philosophy, then continue by stating and explaining four of my beliefs about the reading process and the research that is found to support each of them before sharing the remaining questions I have about literacy. I am an existentialist, and a strong supporter of a balanced literacy approach. My beliefs about literacy come from these foundations and perspectives that I embrace. For students to be successful in their literacy development, I believe that identity acceptance in the classroom is crucial, instruction for all students must be differentiated, direct and explicit instruction is at times necessary, and vocabulary is a significant component in the ‘Big Five’ of children’s literacy development.
Learning to read and write as a child is an experience that all can relate to. The average child learns to read and write at the early ages of three and four. Developing literacy at an early age is crucial to academic development as well as to performance in life. Early development can be just what a child needs to stimulate their minds, which in turn is assisting in the evolution of their future. The early and latter stages of development in a child’s literacy journey are the makings for their reading and writing skills. It also plays part in their analysis of obstacles as well as their developed or problematic literacy future. A child
Understanding how students are motivated can help educators engage students in learning activities and ultimately improve their academic performance. Researchers Mandy Sedden and Kevin Clark summarizes students’ and instructors’ perspectives on motivation and explores instructional strategies educators can use to motivate college students (Sedden & Clark, 2016). This journal article discusses the impact student motivation or lack of motivation has on the overall outcome of their educational experience. Sedden and Clark noted that many students of the millennial generation view education as an acquisition rather than a process of learning (Sedden & Clark, 2016). In other words, the thought of the high-paying job or improved intellectual status that awaits after completing school is more alluring than the process of attaining knowledge. According to the research students are intrinsically motivated when the instructor is motivated themselves, the lessons are interactive, the atmosphere is positive and well-organized, and the instructor demonstrates they care about the students.
Many students who struggle with reading ask why should we read, what is the point? The point is that being able to read opens you up a whole new world of knowledge and imagination. But to have that new world opened up you need to be able to comprehend what you are reading. The primary goal of reading is to determine the meaning of
Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive
Bandura focused on perceived self-efficacy, which he defines as a belief in one’s own capability to organize and execute the course of action required to attain a goal. (Bandura, 1977).
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
The United States of America is known for being a country filled with people of many different ethnic backgrounds. Likewise, the student population in schools is just as diverse as it continues to grow. Lynch (2015) notes that schools are expected to teach their students “how to synthesize cultural differences into their knowledge base” as this will help “facilitate students’ personal and professional success in a diverse world” (para. 8). Educators must be able to provide for the diverse needs of students and are expected to equip students with skills that can lead to healthy development as it can affect higher levels of student achievement and students have more opportunities of success in their future. Providing students with tools and skills requires an awareness and acceptance of their ethnic identity. Once students have developed self-acceptance about their ethnic identity, they can begin to feel empowered and motivated to do well. Through cultural empowerment, students of color can develop intrinsic motivation and achieve academic success.
Children can take more than one of these steps at the same time. This list of steps, though, gives you a general idea of how your child will progress toward reading.” (Helping your child become a reader) While these ideas may seem structured, it is also important to allow children to be creative and use their imagination. Although reading is imperative, too many arrangements and rules can turn a child off and lead to feelings of resentment, anger, and resistance. Reading should be set to the tone and pace of the child.
Determining what motivates students to read and then determining if this impacts the amount and breadth of reading are concepts to explore in order to help students increase their reading achievement, be more knowledgeable about the world, and be more likely to participate in their communities as adults. These goals led the work of this study. Four questions were explored. First, what aspects motivate students? Second, is there a relation between motivation and the amount and breadth of reading? Third, what parts of reading motivation do students feel most strongly about? Finally, do grade, time, and gender differences have an impact on student’s motivation to read and write? This qualitative study was conducted with one hundred and five, fourth
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
Reading is a skill often taken for granted but it is essential in order to progress in life. For a child being able to read well helps them learn new things, give ideas and enables use of imagination. National literacy trust (2015) suggests that children’s early language skills can have a major impact on a child’s development of literacy skills. Five-year olds with poor language and literacy have a higher risk of underachieving at age seven and beyond. Reading skills encourage more opportunities in life and it can affect a child’s wellbeing if they do not achieve this effectively (Finnegan,2015).
The final article I selected examined the effects of achievement on reading instruction. The purpose of the study was to see if a classroom that was based on student interest and independent work abilities could replace the standard curriculum being used within a classroom. Specifically the research was studying the effects of student’s fluency and comprehension skills when given free will on their reading choices. (Little, McCoach, and Reis, 2014) The results showed that in regards to comprehension there was little to no change in the student 's abilities. However, in fluency skills, students who had more input in what they read had better fluency
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