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 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 reading Time 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)