Sue AxtellREAD 5493July 23, 2011

Reading Motivation may be one of the key predictor of reading success. (Logan, et. Al., 2008)

Bidirectional relationship between reading motivation and reading skills.

Motivation is critical to early literacy learning and reading success. This is especially true for the struggling reader.

(Applegate & Applegate, 2010)

Motivation to read decreases with age, and the

decline begins at, or about, the fourth grade

year.

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 Motivation

The disposition to read purely for the

enjoyment, interest, and

excitement of reading.

(Becker, et al., 2010)

Extrinsic Motivation

Relies on rewards and other external motivators.

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 readingTime 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)

Boys and Self Competency

- affect on boys perceived ability

-Will avoid tasks they are not

successful in. -No transference in literacy

skills from outside to inside school activities.

Boys appear to be competent in what they know or feel

they are “good at”.

Conclusion and Implications Teachers must be aware of the

bidirectional relationship between intrinsic motivation and how a child perceives him /herself as a reader.

Teachers need to be mindful of giving students a “reason” to read and to bring in “the purpose and the joy that is reading”, (lever-Chain, 2009)

Create engaged and intrinsically motivated readers by:

-provide opportunities for student choice (autonomy)

-use of interesting text-Create literacy environments that are

related to literacy but not identified with “reading”

-Create purpose for reading and immediate results

-Build on each child’s competencies.

REMEMBER:

Intrinsic motivation has been firmly linked to the basic human need to feel competent. A child who thinks he is competent in an activity will continue with that activity even if it is difficult.