Reading MotivationMotivation Interventions for

Struggling Readers

Candace Barnes 6th-8th

Rachel Monroe 4th

04/22/2023

BackgroundsBelow grade level/struggling readers in our classrooms seem to be less motivated to read due to:

Difficulty in selecting appropriate texts for independent reading

Dislike of recreational readingLocating and reading texts that

match interest and developmental level

Many of these students tend to have attention/interest issues when faced with reading activities

Research ReviewFor struggling readers to become motivated and better readers "they need to be reading at their instructional reading level with 95% accuracy in word recognition" (Ivey, 1999). By the time a struggling reader reaches middle school some are "3-4 years behind compared to on grade-level readers. The KEY is making difficult books accessible and easy books acceptable" (Ivey, 1999).As stated by Edmunds and Bauserman (2006), motivation is the key role in learning. "Motivation frequently makes the difference between learning that is temporary and superficial and learning that is permanent and internalized" (Oldfather, 1993).According to Guthrie, McRae, and Klauda (2007), “Compared to students in other countries, U.S. fourth graders are ranked astonishingly low in intrinsic motivation for reading. Perhaps even more concerning is the idea that even students with significant cognitive and reading skills may not engage in reading if they lack motivation.According to Gambrell (1996), “Teachers become explicit reading models when they share their own reading experiences with students and emphasize how reading enhances and enriches their lives” (p. 20). Allington (2006) offers the idea of the teacher previewing a small selection of books each day, offering what type of reader may enjoy the book, and allowing students to check them out. “The more books that children are exposed to, and know about, the more likely they are to read” (Gambrell, 1996, p. 22)

School DemographicsEast Alexander

Middle

6th-8th Grade680 Students

50% Free and Reduced Lunch

Low SES

Highly Culturally Diverse

Tuttle Elementary

K-6th Grade500 students

60% Free and Reduced LunchTitle 1 School

Middle to Low SES

Low Cultural Diversity

04/22/2023

ParticipantsMrs. Barnes

Ms. Monroe• 25 4th grade

students--15 males, 10 females

• 13 students at grade level

• 9 students at 3rd grade level

• 3 students above grade level

• 5 students diagnosed ADHD

• 13 EC students-6 males, 7 females

• 10 out of 13 students struggling-ranges from primer to 4th grade.

• 4 students diagnosed ADHD

04/22/2023

Research QuestionsWhat effect does student choice have on increasing interest and motivation in reading? What effect does implementing a set self-selected reading (or read aloud) have on increasing reading attention and motivation?

04/22/2023

Intervention Procedures

Student Motivation

Book Talks

Independent Reading/Read

Aloud from Choice Texts

Individual/Peer Reading

Conferences

Data CollectionGarfield Reading Survey

Pre and Post Assessment

Locate 5 students with lowest

motivation scores for focus in conferences

Book TalksObservation of

motivation to share and interest of peers

during shares

Anecdotal notes on 2 book talks per day

Individual Reading

Conferences

Scale of 1 through 4—much like Garfield

Survey

Notes and scores in three areas –focused on students with low

motivation scores and ADD/ADHD

04/22/2023

Data AnalysisGarfieldReading Survey

Book TalkObservation Notes

Time Spent Reading Observation Notes

Individual ReadingConference Notes

Percentages tallied and shared on Microsoft Excel via Google Docs. Average of scores for recreational, academic, and totals were given.

Notecards of words from Book Talks and observation of interest and engagement of audience.

Teacher observation of attention to reading task and engagement. Focus on students with low motivation scores and ADD/ADHD

Scores given in three areas:• attitude/mood

toward reading• ability to share

information about the book

• excitement about sharing text

Double-bar graph of results.

Wordle of word results

Observation notes described by teacher/video

Scores of 1 through 4 given for responses (much like Garfield Survey)

Garfield Survey Pre-Assessment Average Results

Book Talk Observation Notes

Notes from Individual Conferences

Mrs. Barnes•All students said they rather have a choice to pick what they read during silent reading. 1 out

12 said they do not care what they read. •Books were chosen at their independent listening level due to students wanting to read age

appropriate texts. Most were either read aloud by the teacher or by books on tape. Students used online resources as text as well.

•Focus student responses increased from level 1 or 2 during first week of data collection to mostly level 3 responses by week 3.

Ms. Monroe•Students asked for individual reading time more often and asked to share with peers each day.• Choices were made from text on independent level from library or classroom library organized by

genre.•All conferences showed that choice material made a huge difference in engagement with text and

motivation to discuss text with others.•Focus students increased excitement and engagement of responses toward text by week 3, mostly

based on choice selections that was catered to their interests.•Students enjoyed text with humor, graphic novels, and nonfiction topics.

Results Thus FarStudents have an increased desire to read independently and asked for silent reading time.Students eagerness to read gradually increased over data collection period and observed attention span increased. Book Talks helped students to build excitement and engagement, motivated by peer selections.Through student conferences, comprehension skills were elevated by increased participation with peers and teacher.Students thoroughly enjoyed one-on-one conferencing with teacher and peers in order to express their interpretation of the text.

Teacher ReflectionsChanges affecting life-long dislike of readingQuick transition of attitude based on interventionsTime to devote to study and data collectionLocating text that is high interest, age appropriate, low reading level.

04/22/2023

Future Research/ImplicationsImplement independent reading center using

choice as part of daily guided reading program.Study other techniques for students who have attention/motivation issuesImplement weekly book talks as a reading strategy to build enthusiasm Parent/Student Interest Surveys at beginning of year to aid book interests/reading backgroundFurther use of student choice ideas for locating books of high interest/low level.

04/22/2023

ReferencesBarber, S., Franks, S., Madda, F., & Rodriguez, A. (2002). Increasing Student Motivation To Improve Reading Performance.Borgia, L., & Owles, C. (Summer2010). Creating Engaged Readers. Illinois Reading Council Journal, 38(3), 43-48.Brewster, C., Fager, J., & Laboratory, N. R. E. (2000). Increasing student engagement and motivation: From time-on-task to homework. Northwest Regional Educational Laboratory.Capen, R. (Fall2010). The Role of the Teacher and Classroom Environment in Reading Motivation. Illinois Reading Council Journal, 38(4), 20-25.Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher, 50(1), 14–25.Gustafson, C., Baxter, K. A., Kochel, M. A., & Kenney, B. (2007). Reading Motivation Through Competition: Boys as Readers Year: 2007, 269.Guthrie, J. T., Wigfield, A., Humenick, N. M., Perencevich, K. C., Taboada, A., & Barbosa, P. (2006). Influences of Stimulating Tasks on Reading Motivation and Comprehension. Journal of Educational Research, 99(4), 232-245. Margolis, H., & McCabe, P. P. (2004). Self-Efficacy A Key to Improving the Motivation of Struggling Learners. Clearing House, 77(6), 241-249.Reading Rockets: Reading Motivation: What the Research Says. (n.d.). . Retrieved April 11, 2011, from http://www.readingrockets.org/article/29624

04/22/2023

Resourceswww.worldbookonline.comwww.storylineonline.net http://en.childrenslibrary.org/