Reading+Motivation+&+Student+Engagement+(Krystal)

__ Reading Motivation and Student Engagement __

 * Key Concepts: **
 * Motivation:** Motivation is best defined as an " inner ability, a stimulus that pushes a person to take action to achieve a goal" (Ulper, p. 954)
 * Intrinsic Motivation:** motivated by internal factors, such as you want to do something for you, with no outside factors
 * Extrinsic Motivation:** motivated by external factors, such as money, grades, prizes, etc.
 * Treatment Group:** the group or participants that are using the new program being modeled
 * Control Group:** the group or participants that are using the already established program

Motivation is one of the most significant components of reading. Motivation is best defined as an “inner ability, a stimulus that pushes a person to take action to achieve a goal” (Ulper, H. pg. 954). Some students are just naturally intrinsically motivated to read and others need to be motivated different ways such as choice, and extrinsically motivated. Research has been conducted in several different ways to answer the research question: does choice really motivate our students when it comes to reading? There are various forms of reading strategies to help build motivation and engagement. Choice is one factor that has been studied closely in relation to reading motivation in students.

Over the years this topic has been studied in a variety of different ways. Research confirms that student motivation is one of the most successful factors when it comes to reading. Choice by itself as a motivation factor has not been closely researched, however, it is a factor to reading motivation.


 * Three Useful References **

1. This study was conducted with the researcher being an outsider working with the various teachers involved. The researchers were there everyday to assist the teachers and add support if necessary. The researchers conducted detailed observations everyday. They wrote weekly reports using what they had observed during the week. Within this study all students received 90 minutes of reading instruction. The treatment group was introduced to the School-wide Enrichment Model in Reading Framework ( SEM-R), the control group kept using the reading program that participated with rigorous testing material. Within the SEM-R Framework, the students were able to select interest based texts to read. To measure this research, the researcher used the Iowa Tests of Basic Skills, Elementary Reading Attitude Survey and Oral Reading Fluency Assessment. Reis, S. M., McCoach, D., Coyne, M., Schreiber, F. J., Eckert, R. D., & Gubbins, E. (2007). //Using Planned Enrichment Strategies with Direct Instruction to Improve Reading Fluency, Comprehension, and Attitude toward Reading: An Evidence-Based Study//. Elementary School Journal, 108(1), 3-24.

2.Again this study used a two different instructional approaches. They used the Student- Centered Instructional Model and the Skills-Based Instructional Model. The researcher in this study was the classroom teacher. It is always useful when the teacher is the researcher because they have the background knowledge of their students and the school to work with. This teacher conducted semi-structured and informal interviews. She also conducted classroom observations. Within this study the teacher focused on six categories: choice, collaboration, challenge, learner control, goal orientation, and environmental context of learning. Davis, L. (2010). //Toward a Lifetime of Literacy: The Effect of Student-Centered and Skills- Based Reading Instruction on the Experiences of Children//. Literacy Teaching and Learning, 15(1-2), 53-79.

3. In this study "intrinsic motivation referred to the students' curiosity about new books and topics, immersion in reading for long periods of time, and preference for longer challenging texts." Where as " extrinsic motivation referred to grades or competition as reasons for reading." This study focused on informative texts and narrative texts. With the new Core Curriculum, this study would be extremely beneficial because of the new focus towards informative text. Within this study the participants kept reading logs to document the books that they had selected and why they had selected those particular books. The participants were also given the Motivation for Reading Questionnaire ( MRQ) before the study began and after the study was completed. Guthrie, J. T., Hoa, L. W., Wigfield, A., Tonks, S. M., & Perencevich, K. C. (2006). //From Spark to Fire: Can Situational Reading Interest Lead to Long-Term Reading Motivation?//. Reading Research And Instruction, 45(2), 91-117.

Krystal's For Pre-Service Teachers and Administrators: - choice- provide a variety of texts in your classroom library and allow the students to choose books of interest - independent reading time- provide atleast 15 minutes of silent reading time. - make reading important in your class - allow for reading using technology
 * Research Implications **
 * Teachers should explore various reading motivation strategies to increase reading motivation
 * Some such examples are :

For Parents: - choice - go to the library often - show interest in reading your self, set an example of how important reading is - allow time for your child to read - allow supervized reading using technology
 * You can increase your child's reading motivation by a number of ways:


 * Resources **

** I. Professional Resources for Teachers, Administrators and Pre- Service Educators **
[|Reading Rockets: Reading Motivation] This website correlates well to my research in choice a motivating factor for reading. It talks in depth about the various strategies used to increase student motivation to read.

[|SEDL Letter: Motivating Students to Read Issues and Practices] Within this webiste you will read about Independent Reading Time, Intrinsic vs. Extrinsic Motivation,and Matching appropriate reading material to the student. You will also find five tips for motivating your reader.

[|Contexts for Engagement and Motivation in Reading] John Guthrie has conducted a lot of reserach over the years involving reading motivation. Within this website you will find research, context of material, autonomy support, collaboration and numerous references to use if focusing on motivation and research conducted already.

[|DA Motivation and Reading] The District Administration website explores reading for young children and adolescents. You will also find 7 Steps to Building a Context for Engaged Reading.

[|Reading Motivation and Fun] On the Colorin Colorado website you will find helpful hints to help engage your students and keep them engaged. Some examples include reading out loud, class trips to the library and explore authors.

[|Reading is Fundamental: Motivation Factors] [|Book Adventure] Book Adventure is an enjoyable, free way to motivate your child to read! Your child, grades K-8 can find a book, take a quick quiz on what they've read and they are able to earn prizes for their reading success.
 * II. General Resources **

[|Let's Read] You can find activities you can do with your child to help develop strong reading and writing skills. You can visit the library or read aloud to your child.

[|What Parents Can Do: Reading Tips From Kids] You will find a list of eight activities that you can explore with your child.This website lists some great ideas to help motivate your child to read. It lists five strategies for motivating reluctant readers with activities they will enjoy.

[|Scholastic 10 Ways to Motivate Your Child to Read] On this Scholastic website you will find ten ways to motivate your child to read.