improving primary pupils’ reading motivation and comprehension chief adviser on school standards...
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Improving primary pupils’ reading motivation and comprehension
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About the study This US study looked at what teachers could do to This US study looked at what teachers could do to
increase pupils’ reading motivation and comprehension increase pupils’ reading motivation and comprehension by using stimulating practical tasks. by using stimulating practical tasks.
The two part study included a review of existing research The two part study included a review of existing research as well as a school based project to see how reading as well as a school based project to see how reading skills could be improved in science lessons. skills could be improved in science lessons.
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Findings from the literature review
Six teaching and learning approachesSix teaching and learning approaches were wereidentified which were shown to increaseidentified which were shown to increasepupils’ reading motivation and comprehension. pupils’ reading motivation and comprehension.
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1) Increasing reading motivation through pupil choice
When pupils were encouraged to choose the When pupils were encouraged to choose the books they read, combined with having a say in books they read, combined with having a say in how they undertook the reading, for example how they undertook the reading, for example with a reading partner – their reading with a reading partner – their reading motivation increased. motivation increased.
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2) Providing high quality materials
The following factors were important in increasing pupils’The following factors were important in increasing pupils’reading motivation: reading motivation: a a topictopic that all pupils can relate to that all pupils can relate to a a formatformat which is appealing to pupils which is appealing to pupils contentcontent which stimulates pupils’ to want to learn. which stimulates pupils’ to want to learn.
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3) Collaborative learning approaches
Collaborative learning involves supporting pupils’ Collaborative learning involves supporting pupils’ development of reasoning and negotiating skills. This development of reasoning and negotiating skills. This can be undertaken in whole class teaching or in group can be undertaken in whole class teaching or in group work.work.
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4) Clearly defined learning objectives
Ensuring that pupils understand the objectives for Ensuring that pupils understand the objectives for what they should be learning supports them in what they should be learning supports them in engaging with the reading content as well as the engaging with the reading content as well as the wider topic.wider topic.
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5) Teacher support reassures pupils
When pupils feel that their teacher understands When pupils feel that their teacher understands their needs and cares about their progress in their needs and cares about their progress in reading they are positive and motivated towards reading they are positive and motivated towards
reading and learning more generally.reading and learning more generally.
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6) Reading awards to encourage
The use of reading awards such as book tokens The use of reading awards such as book tokens or prizes can encourage pupils’ reading or prizes can encourage pupils’ reading motivation in the short term. motivation in the short term.
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What about the reading programme with What about the reading programme with local primary pupils? – (Part 2 of the study)local primary pupils? – (Part 2 of the study)
The use of practical activities in subject teaching The use of practical activities in subject teaching e.g. science in conjunction with related reading e.g. science in conjunction with related reading activities can boost pupils’ reading motivation and activities can boost pupils’ reading motivation and comprehension.comprehension.
The next slide shows what happened in The next slide shows what happened in primary classes……………………………………primary classes……………………………………
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What were the results?What were the results?
Pupils who undertook a higher number of Pupils who undertook a higher number of practical tasks in science increased their reading practical tasks in science increased their reading comprehension, more than pupils who undertook comprehension, more than pupils who undertook
a fewer number of practical tasks.a fewer number of practical tasks.
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More about the resultsMore about the results
Pupils who undertook more practical tasks were Pupils who undertook more practical tasks were more motivated to read about the topic, than more motivated to read about the topic, than pupils who undertook fewer tasks. pupils who undertook fewer tasks.
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About the projectAbout the project 98 nine year olds (grade 3) from four classes 98 nine year olds (grade 3) from four classes
across two schools took part in the study. across two schools took part in the study. Two classes acted as intervention groups and Two classes acted as intervention groups and
two were controls. two were controls. Pupils in the intervention classes undertook a Pupils in the intervention classes undertook a
high number of practical tasks in science or high number of practical tasks in science or nature lessonsnature lessons
Pupils in the control groups took part in a low Pupils in the control groups took part in a low number of tasks number of tasks
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What went on in the science lessons?What went on in the science lessons?
Pupils worked on projects such as how animalsPupils worked on projects such as how animalsdefend themselves. Teachers combined practicaldefend themselves. Teachers combined practicaltasks with related reading which included both non-tasks with related reading which included both non-
fiction as well as fiction. fiction as well as fiction. The practical tasks included:The practical tasks included: observations (e.g. of how fish behaved); observations (e.g. of how fish behaved); drafting questions and hypotheses (e.g. how fish drafting questions and hypotheses (e.g. how fish
might defend themselves); might defend themselves); designing experiments to test out hypotheses; designing experiments to test out hypotheses;
data collection; and the creation of graphs to data collection; and the creation of graphs to illustrate findings.illustrate findings.
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Follow-up readingFollow-up reading
Study reference: Influences of stimulating tasks on reading
motivation and comprehension (University of Maryland) published in the Journal of Educational Research, March 1, 2006
The reading intervention programme used in the The reading intervention programme used in the study was the study was the Concept-Orientated- Reading Instruction (CORI)) www.cori.umd.edu/overview/www.cori.umd.edu/overview/
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