motivation and fluency module five prepared by the delaware reading cadre, 2001
TRANSCRIPT
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Motivation and Fluency
Module FivePrepared by the Delaware
Reading Cadre, 2001
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Motivation & Fluency
• Understand how to improve student motivation
• Understand the importance of fluency when learning to read
Delaware Reading Cadre, 2001
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Motivation is crucial to reading because motivation is what activates
behavior.
Motivation
Delaware Reading Cadre, 2001
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Goal Orientations
The reason we do what we do:
Learning - Seek to improve their skills and accept new challenges in activities such as reading (Ames, 1992; Ames & Archer, 1998).
Performance (ego) - Attempt to outperform others and maximize favorable evaluations of their ability (Thorkildsen & Nicholls, 1998)
Delaware Reading Cadre, 2001
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Fosters long-term engagement and learning.
Engaged readers are likely to have a learning orientation toward reading, seeking to improve their knowledge and conceptual understanding as they read.
Learning Goal Orientation
Delaware Reading Cadre, 2001
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Intrinsic and Extrinsic Motivation
Delaware Reading Cadre, 2001
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Intrinsic Motivation
Enjoyment of reading for its own sake.
Deci, 1992. Wigfield and Guthrie, 1997
Curiosity, involvement, preference for challenges.
Desire to learn and understand the world.
“Getting lost in a book.”
Delaware Reading Cadre, 2001
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Desire to receive external recognition or reward,
Deci, Vallerand, Pelletier & Ryan, 1991; Meece & Miller, 1999,
Extrinsic incentives often lead students increasingly to become dependent on rewards and
recognition to energize their reading (Barrett & Boggiano, 1988).
Extrinsic Motivation
Delaware Reading Cadre, 2001
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Self-Efficacy
People’s judgments of their capabilities to organize and execute types of performance (one’s own judgment)
Social Motivation
Social motivation for reading is related to children’s interpersonal and community activities (other’s
judgment)(Bandura (1997)
And more motivation vocabulary ……
Delaware Reading Cadre, 2001
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Reading motivation shifts over time.
Children’s competence, beliefs and values tend to decline across elementary school years.
Extrinsic motivation tends to increase as does their focus on performance goals.
Their competence and efficacy beliefs become more closely tied to indicators of performance.
Motivation to Read
Delaware Reading Cadre, 2001
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Explanations for the motivation shift include:
1. Children are more aware of their own performance, more sophisticated at processing feedback they receive.
2. Instructional practices may contribute to a decline in some children’s motivation. Practices that focus on social comparison between children and promote competition can decrease motivation.
Motivation to Read
Delaware Reading Cadre, 2001
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McKenna (1995) found younger children like to read more than older children. He attributed the change to change in classroom conditions. Children in his study moved from a self-contained, responsive classroom that honored students’ voices and no grades, to a teacher-centered environment in which students had fewer opportunities for self-express and little opportunity for negotiating with teachers about their learning.
Motivation to Read
Delaware Reading Cadre, 2001
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Teachers can promote motivation: Learning and Knowledge Goals Real-World Interactions Autonomy Support Interesting Texts for Instruction Use of Strategy Instruction Collaboration and Social Discourse Praise and Rewards Evaluations Coherence of Instructional Processes
(McKenna, 1995)
Motivation to Read
Delaware Reading Cadre, 2001
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Studies confirm the conventional wisdom that choice is motivating.
Motivation to Read
Choice is motivating because it gives the student control.
Delaware Reading Cadre, 2001
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Fluency
Reading Smoothly, Without Hesitation and With
Comprehension
(Harris & Hodges, 1995).
Delaware Reading Cadre, 2001
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Fluent readers can read text with Speed Accuracy Expression Comprehension
Fluency
Delaware Reading Cadre, 2001
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Fluency
Although fluency depends upon well developed word recognition skills, such skills
do not inevitably lead to fluency.
Fluency is generally acknowledged as a critical component of skilled reading but is often
neglected in classroom instruction
Delaware Reading Cadre, 2001
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While reading, a reader has only so much attention to focus on meaning.
(LaBerge & Samuels, 1974).
Fluency Theory
Delaware Reading Cadre, 2001
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Fluency Theory
Working with 2nd graders, Dowhower (1987) found that oral reading, accuracy and comprehension improved significantly with repeated reading practice. Similar positive results have been found for 1st graders (Simons, 1992); for 2nd & 3rd graders (Stahl, 1994).
Delaware Reading Cadre, 2001
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Help students gain reading fluency
• Teacher-modeling
• Repeated guided reading
(Handbook of Reading Research, 2000).
Fluency Theory
Delaware Reading Cadre, 2001
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Word recognition accuracy is not the end point of reading instruction.
Fluency represents a level of expertise beyond word recognition accuracy.
Skilled readers read words accurately, rapidly and efficiently.
Children who do not develop reading fluency, no matter how bright they are, will continue to read slowly and with great effort.
Fluency Practice
Delaware Reading Cadre, 2001
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Fluency Practice
Being an automatic or fluent reader is not developmental.
Even highly skilled readers may encounter uncommon, low-frequency words such
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