This document discusses strategies for motivating students to read more. It finds that American children spend much more time engaged with screens than reading. Studies show children read only 10-15 minutes per day. The document advocates for teachers and adults to serve as role models by expressing genuine enthusiasm for books. It also stresses the importance of choosing meaningful reading activities and not overusing worksheets or rewards that detract from the enjoyment of reading. The ideal environment encourages free reading time, access to books, and establishing a positive community of readers.

1. Motivating Students to Read
Chapter 17
Elizabeth Goode
LIBR 263

2. In the year 2000,
American children
aged 2-17 spent 2
1/2 hours watching
television every day
and almost 4 1/2
hours a day split
between TV,
internet, video
games and using
the computer.
-p. 214

3. In 2006, a study
found that “children
age 3-12 averaged
fewer than 15
minutes per day
reading” and a
similar study noted
that “children in
grades 4 and 5 read
an average of only
10-15 minutes per
day.
-p. 214

4. 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. 215
2) “The more motivated children are, the
greater amount and breadth of their
reading, even after controlling for
previous amount and breadth of
reading.

5. 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.”

6.  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

7. Learning from Motivated Readers-
Common principles of how motivated
readers 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

8. Best thing to learn: get out of
student’s way
“Are the things I am asking my
students to do in response to a
book adding to their enjoyment
and understanding of that book?”

9. Things to watch out for:
Insisting on different books

10.  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

11. 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.

12. Positive Student Motivation-Ideal
Reading 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

13. 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

14. 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

15. Tunnell, M. O., Jacobs, J.S., Young, T.A., Bryan, G.
(2012). Children's Literature, Briefly, (5th Edition). Allyn
& Bacon.