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Sue AxtellREAD 5493July 23, 2011
Reading Motivation may be one of the key predictor of reading success. (Logan, et. Al., 2008)
Bidirectional relationship between reading motivation and reading skills.
Motivation is critical to early literacy learning and reading success. This is especially true for the struggling reader.
(Applegate & Applegate, 2010)
Motivation to read decreases with age, and the
decline begins at, or about, the fourth grade
year.
Low Motivation to read has even been proposed by researchers as a defining feature of reading failure.
(Morgan, et al., 2008)
Students having difficulty in reading are less motivated to read, practice less, become further behind.
Students who are more successful are more motivated to, practice more, become better readers, etc.
Matthew Effects: The rich get richer and the poor get
poorer.(Stanovich, 1986)
When faced with failure, children loose their motivation. They will choose not to engage in an activity that they do not
feel successful in.
Intrinsic Motivation
The disposition to read purely for the
enjoyment, interest, and
excitement of reading.
(Becker, et al., 2010)
Extrinsic Motivation
Relies on rewards and other external motivators.
Intrinsic vs. Extrinsic Motivation
Research shows: Intrinsic
motivation to read had a positive direct association with positive academic performance.
More effort put forth.
(Logan, et al., 2011)
Extrinsic motivation has been shown to have a more negative effect and readers were more resentful and disinterested. Relates to lower reading skills
(Becker, et al., 2010)
Self Efficacy - Self Competency
Refers to the basic human need to feel competent. A
child’s perception of his or her competence is positively
related to their own intrinsic motivation
Perceived abilities/actual reading skills.
Gender Differences
Distinct differences in reading motivation
Value assigned to readingTime spent in reading
activities
Girls: Leisure
Boys: in the present, for the future. Boys motivation is
more closely tied to success.
“I’d rather say reading is stupid than maybe have to admit that I might be
stupid” (Smith, 2004)
Boys and Self Competency
- affect on boys perceived ability
-Will avoid tasks they are not
successful in. -No transference in literacy
skills from outside to inside school activities.
Boys appear to be competent in what they know or feel
they are “good at”.
Conclusion and Implications Teachers must be aware of the
bidirectional relationship between intrinsic motivation and how a child perceives him /herself as a reader.
Teachers need to be mindful of giving students a “reason” to read and to bring in “the purpose and the joy that is reading”, (lever-Chain, 2009)
Create engaged and intrinsically motivated readers by:
-provide opportunities for student choice (autonomy)
-use of interesting text-Create literacy environments that are
related to literacy but not identified with “reading”
-Create purpose for reading and immediate results
-Build on each child’s competencies.
REMEMBER:
Intrinsic motivation has been firmly linked to the basic human need to feel competent. A child who thinks he is competent in an activity will continue with that activity even if it is difficult.