Motivating Students to ReadChapter 17Elizabeth GoodeLIBR 263
In the year 2000,American childrenaged 2-17 spent 21/2 hours watchingtelevision every dayand almost 4 1/2hours a day splitbetween TV,internet, videogames and usingthe computer. -p. 214
In 2006, a studyfound that “childrenage 3-12 averagedfewer than 15minutes per dayreading” and asimilar study notedthat “children ingrades 4 and 5 readan average of only10-15 minutes perday. -p. 214
Two things to ponder:1) Jim Trelease wrote, “We’ve taught children how to read but have forgotten to teach them to want to read.” p. 2152) “The more motivated children are, the greater amount and breadth of their reading, even after controlling for previous amount and breadth of reading.
Adult Role Models “Nothing we offer children is more important than an adult who reads” p. 218 “When teachers introduce and read from books they genuinely like, students are more likely to be motivated.”
Those books generally are better books. They usually are more solidly crafted and contain more levels on which children can make connections. When teachers recommend books that are personally meaningful, a genuine and irresistible enthusiasm accompanies their words. When people talk about books they like, those who listen are often influenced by their sincerity and conviction. P. 218
Learning from Motivated Readers-Common principles of how motivatedreaders read: They don’t read for others but rather their own purposes. They read what is important to them. They have personal and identifiable likes and dislikes in books. They feel rewarded during the reading process and find immediate pleasure in the reading without thinking about the info they will gain from it. They don’t feel trapped by a book. They don’t hesitate about passing judgment on a book. They read at their own rate. They don’t feel obligated to remember everything they read. They read broadly, narrowly, or in between, depending on how they feel. They develop personal attachment to books they like They find regular time to read. P. 219
Best thing to learn: get out ofstudent’s way“Are the things I am asking mystudents to do in response to abook adding to their enjoymentand understanding of that book?”
Things to watch out for:Insisting on different books
Disgracing student’s ““Authentic literacy” choice in books, are types of placing value activities that are judgments on out-of- practiced not just school reading within the walls of a Not using “authentic schoolroom but also literacy” activities for real-life purposes Disempowering outside school.” p. student reading 220 Misusing reading No Worksheets or incentive programs Basal Readers
Reading Incentive Programs “Some research shows that extrinsic rewards actually can hinder the development of intrinsic motivation to read” p. 221 Other research shows that extrinsic rewards don’t hinder attitude, Reward proximity= time on task or If we want children to performance. value books, then we Make sure the prize should give them books doesn’t overshadow the as a reward for their book. reading…not pizza.
Positive Student Motivation-IdealReading Environment: Set an example-communicate enthusiasm and appreciation of literature and most importantly read in front of the students Provide access to books-different formats and reading levels Make time for books: read-aloud, time for self- selected reading, introduce books to children Create a reading atmosphere Work with parents Choose meaningful activities No guarantees every child will be motivated to read
Read-Aloud Rules: Honestly like the book you read Do not read unfamiliar books Do the reading yourself, not by students Do not expect all students to like the book Establish rules for read- aloud time Allow access to books that have already been read-alouds p. 224
Reading Atmosphere Rules: Make emotional climate safe Promote the idea of a community of readers Liven up the room- posters, kid’s art, bookmarks Connect students and authors Promote the cycle of success: positive, pleasurable reading experiences p. 228