Reading Recovery: Exploring the Effects on First-Graders ' Reading Motivation and Achievement discusses student motivation and the impact motivation has on a reading ability. This article also discusses Reading Recovery which, essentially, is a reading intervention program for first graders who have low reading achievement scores. The students involved in Reading Recovery attend this intervention each day for 30 minutes over the course of 12-20 weeks. It specializes in student interest and how to beat low motivation. First grade is a critical time for student in learning to read as their desire and motivation to read begins to develop, in addition, to student’s acquisition of language. The authors of this article conducted a study where they examined nearly 2,000 first-graders in South Carolina. They hypothesized that motivation led intervention can support reading achievement as well as motivation to read. Three specific theoretical frameworks were viewed during the course of this study. These frameworks include the expectancy-value theory, the engagement theory, and the sociocultural theory.
The expectancy-value theory of motivation suggests motivation is influence based on a student prepetition of whether or not they will be successful readers as well as if a student perceives the text to be current and engaging. The engagement theory proposes when a student is more engaged in the topic, he or she will poses higher achievement. There are two major factors within the engagement theory. The first involves the initial success a student will have when developing critical reading skills. The second factor is motivation of the students. Based on the understanding of student motivation being an important piece of reading, Reading Re...
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...of these books so a student reading at a level G may read about Danny the Dog. Then as they continue to expand their knowledge and move to a higher reading level such as a reading level I, they are able to continue reading books about Danny the Dog. This allows students to not only comprehend more the material as they are familiar with the story, but it can also drive interest and motivation.
After reading this article, I want to continue to build my students reading achievement by creating reading groups that focus on the needs of my students. In my future classroom, I hope to be able to implement a similar approach so my students will not only learn to read, but also desire to read. I think this can be done not just in reading groups, but throughout the whole day. I love reading and I want the students in my future classroom to love reading just as much as I do.
On October 10th, 2017 at Springhurst Elementary School, I conducted a “Reading Interest Survey” and the “Elementary Reading Attitude Survey.” These surveys were conducted on a 1st grade student, Jax, to determine what his feelings are towards reading in different settings, what genres he prefers to read, and interests. It was found that Jax doesn’t mind reading, but prefers a few different topics. This was evident through his raw score of 30 on recreational reading, and a raw score of 31 on academic reading.
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
The teaching strategy focuses on the student’s engagement to create reading with meaning. This reading strategy allows students to have more freedom to make their own decisions in what they read and how they read, without the teacher forcing materials upon them. As well, more time is allotted during the school day for students to engage in reading activities, instead of using traditional methods of writing paper and answering questions on a worksheet after reading a book. The Daily Five teaching strategy also strongly develops oral communication skills within students and their peers. By doing so, it creates a sense of community in the classroom that traditional teaching methods did not have. This teaching strategy allows the student to question the material they are reading, which includes their interests, ability to comprehend, and understanding vocabulary. Through the Daily Five teaching strategy, students are also able to find books that interests them, without the teacher giving them group of “leveled” books students may not personally
Each year as I grow old, I tend to discover and learn new things about myself as a person as well as a reader, writer and a student as a whole. My educational journey so far has been pretty interesting and full of surprises. Back in Bangladesh where I studied until high school, my interest for learning, reading or writing was so very different compared to how it has become over the years. I could relate those learning days to Richard Rodriquez’s essay “The lonely Good Company of Books”. In the essay the author says, “Friends? Reading was, at best, only a chore.”(Rodriguez, page 294). During those days I sure did feel like reading was a chore for me and how I was unable to focus and I could never understand what all those jumbled up words ever meant. It was quite a struggle for me in class when the teachers used to assign us reading homework. I felt like reading a book was more difficult or painful than trying to move a mountain. Just like how moving a mountain is impossible, trying to find an interest in reading was
When students experience intrinsic motivation, they are more likely to experience deep learning that is retained. This is in contrast to student learning that is based on extrinsic motivation, such as receiving grades or other tangible rewards. Wlodkowski and Ginsberg (1995) note that external motivation is difficult to sustain. In order for students to make sense of what they are learning and achieve intrinsic motivation to learn, teachers need to focus on students’ background experiences, what they bring to the classroom, and importantly, their culture (Wlodkowski and Ginsberg, 1995). Fisher and Frey (2012) suggest a student’s background is important to consider when determining text complexity. Wlodkowski and Ginsberg (1995) offer an intrinsic motivational framework including four conditions: enabling inclusion (everyone should feel welcome in the lesson), developing attitude (offer choices and give students the power to decide what they will do), enhancing meaning (focus on meaning for individual students), and engendering competence (supporting the student based on their background and allowing students to assess their own work). Indeed, in the state of Pennsylvania, teachers are evaluated using the Danielson Framework for Teaching and to be rated as “distinguished” is to have a classroom in which the students are intrinsically
The last few years have seen an increase of attention concerning academic accountability and the emphasis on social promotion. The U. S. Department of Education (1999) reported, “Neither social promotion or holding kids back without help is a successful strategy for improving learning” (p. 4). This push for change has set into motion the question, does retention in the early years account for substantial academic development? “Efficiency of instruction is important for all children and critical for children at risk for reading failure, who may have more to learn in less time than their peers” (Musti-Rao & Cartledge, 2007, p.13). The “wait-to-fail” approach, give students no special interventions until after a substantial period of academic failure, is not a viable option for students. The Response to Intervention Model helps teachers anticipate potential learning problems for early interventions (Musti- Rao & Cartledge, 2007, p. 3). There is a plethora of research on these topics as school districts and teachers consider the well-being including educational success of their students. The researcher, reviewed current literature, which addressed the topics of school retention and reading intervention in early elementary school.
Turner, J., & Paris, S. G. (1995). How literacy tasks influence children�s motivation for literacy. The Reading Teacher, 48(8), 662‑673. Available October 17, 2002, from Professional Database Collection database: http://search.epnet.com/
Constructivism is a theory of learning that emphasizes the active construction of knowledge by individuals. Inquiry of learning is a theory developed by Dewey in which it emphasizes the development of student’s cognitive abilities such as reasoning and decision making. Inquiry theory, is reflected in reading instruction by having children choose their own vocabulary, asking their own thought provoking questions and giving them the opportunity to construct their own meaning. Schemata theory strives to explain how knowledge is created and used by the learners. In reading instruction schemata can be observe as a child tries to understand a story by using past personal experience to relate to concepts in the story. Transitional response theory is the notion that all readers have unique background schemata. In transitional theory all readers will have a different response to the text. Psycholinguistic theory is the study of the relationships between linguistic behavior and psychological processes including the process of language acquisition. In reading it helps the readers make predictions about what the text say based on their knowledge in these areas. Metacognition is the process of thinking about one’s own thinking. In reading metacognition helps reading comprehension. Engagement theory seeks to articulate the differences between engaged and disengaged readers. In reading, engagement theory is best seen when children are motivated to read and are constantly reading or
Talks about how the earlier reading disabilities are detected the better. With proper encouragement and tools students will have more motivation for reading throughout their lives.
My role as an instructor was to make my students engage with reading as a constant practice not just in the language they were learning, but also in Spanish. Despite the constraints of a given curriculum, I managed to offer my students an environment where they were exposed to multiple reading strategies and practices. I promoted open discussions about the topics my students were interested to read about. However, through this experience, I was not able to identify struggling readers. I thought that if the reader is struggling, the best way to overcome this difficulty is by reading more.
In the article Reading Intervention Models: Reading Intervention Models: Challenges of Classroom Support and Separated Instruction by Melissa M. Woodward and Carolyn Talbert-Johnson discussed whether or not pull-out was necessary. Research was conducted by distributing a survey to teachers and reading specialist. They agreed that collaboration was necessary between reading specialist and teachers and that there was a considerable amount of positives in having a pull-out reading program some of which have been listed below.
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
When students attempt to read new material, whether it is a narrative or textbook related, it is a good idea for them to ask themselves to think about the content of this material. They need to devise a way to take a picture by walking through the text; look at headings and chapter titles, and make predictions about various events or words highlighted. Good readers are active in their reading. They ask questions about new words and concepts, make comparisons, and draw on their prior knowledge to assist them in comprehension. (Duke and Pearson, 2002) Developing good reading comprehension is more than just thinking about how to comprehend. Students must also be taught specific skills that are essential to good comprehension.
... for teachers to choose materials that will hook students and motivate them to engage in their own learning. Teachers should provide multiple learning opportunities in which stu¬dents can experience success and can begin to build confidence in their ability to read, write, and think at higher level. By connecting strategies for learning, such as searching, compre¬hending, interpreting, composing, and teaching content knowledge, students are given the opportunity to succeed in their education. These elements include: fundamental skills such as phonemic awareness, phonemic decoding, and other word analysis skills that support word reading accuracy; text reading fluency; strategies for building vocabulary; strategies for understanding and using the specific textual features that distinguish different genres; and self-regulated use of reading comprehension strategies.
Furthermore, informational texts found in Reading A-Z talk about different water sources like the Mississippi River where the learner could relate too since the river crosses Minnesota. Part of the assessments done the learner indicated the dislike of reading, but through selective texts of her interest or texts that she could relate and use her background knowledge to engage on the reading would create on her motivation to read. Just as Fisher & Frey (2012) states that few readers read the introduction to know if it the text meets their needs. In order to create engagement on readers, looking at the complexity of a text as a teacher is it vital to maintain the reader joy