3.6 How to Motivate ‘Em to Read Informational Texts I guess Jim couldn’t find the light switch.
Guthrie & Klauda- Studied various intrinsic motivators for adolescents to achieve academic literacy.- Determined that engaged readers may be assumed to be behaviorally active (read often) internally motivated (enjoy reading), and cognitively active (use strategies in reading).- Developed a Reading Engagement Index for teachers to standardize evaluations of students diverse in reading levels and motivation.
Reading Engagement Index (Guthrie, et al)1. This student often reads independently.2. This student reads favorite topics and authors.3. This student is easily distracted in self-selected reading.*4. This student works hard in reading.*5. This student is a confident reader.*6. This student uses comprehension strategies well.*7. This student thinks deeply about the content of texts.8. This student enjoys discussing books with peers.* Reverse scored
Guthrie and Klauda (Cont.)• Asked: If the goal is to engage adolescent readers in content-rich informational texts, what are some motivational practices for teachers to use?• Led to identification of five “engagement supporting” practices.
Five “Engagement Supporting” Practices (Guthrie & Klauda) • Develop dedication • Build Self-efficacy • Show students the text’s value [Refers to any informational text] • Use social motivation • Give students choices
As with all good science, Guthrie’s and Klauda’s intriguing research … prompts several more intriguing questions: 1. How can best be incorporated into a unit to increase motivation to read authentic science texts/sources?
Questions (Cont.)2. What are some strategies to gradually increase the complexity of journal articles and excerpts without exceeding their CF (coefficient of Frustration), an error with potentially long-term adverse effects. - At about what level can teachers expect the reader to tackle conflicting texts (even leading to potentially different conclusions), thus requiring higher-level reflection?
Questions (Cont.)3. How does the teacher balance the need to give the learner a choice in materials, yet still require enough structure to build the level of skill and confidence necessary to persevere through a college-level textbook written strictly for instruction. - Does the research suggest that an incentive system is okay? For example, “When you’ve read these sections of this [dry, but content-rich] text, you may transfer your attention to the more entertaining one.” Or, would that likely set up a “good book, bad book” perception?
ReferencesGuthrie, et al, 2004. Reading Engagement Index (REI) http://www.corilearning.com/measures/REI.pdf