Reading Motivation Strategies Place photo here

Objectives

• Learn different reading strategies to motivate students.

• Incorporate different reading strategies in planning classes.

• Motivate students to read.

Student Motivation

• Always build on prior knowledge, need to understand where your student is academically.

• Be sure to praise and recognize ALL efforts and attempts at improving. Give lots of verbal and non-verbal reinforcements.

• Provide opportunities for peer mentoring, buddy up, social skill development and cooperative learning whenever the situation presents itself.

• Use graphic organizers to assist the student.

Student Motivation

• Give immediate feedback for on task, task completion, solid efforts and demonstrated improvement at every opportunity.

• Encourage independence at every opportunity and provide positive feedback when the student is working well independently.

• ALWAYS focus on the student's abilities, NOT disabilities.

• Provide opportunities for the student to take risks in new learning situations.

• Give the student the opportunity to provide feedback, let him tell you why he/she thinks you're happy him or her. 

Mastery experience

• Albert Bandura (1986) suggests that motivation (or a lack thereof) is the result of an individual's self-efficacy related to a task. Bandura defines self-efficacy as the beliefs we have about ourselves that cause us to make choices, put forth effort, and persist in the face of difficulty. And for help in the classroom, Bandura notes that one of the most powerful sources of self-efficacy is mastery experience.

• Mastery experience occurs when the student evaluates his or her own competence after learning and believes their efforts have been successful. Mastery experiences increases confidence and willingness to try similar and more challenging tasks. In addition, studies have also found that social experiences play a powerful role in the development of self-efficacy. The beliefs and behaviors held by teachers and peers are important in building the self-efficacy of all children in the classroom.

Basic Steps to motivation

• Every teacher’s goal should be to guide students toward being intrinsically motivated.

• Strategies

- identify reading goals for students.

-make real world connections to text.

-have meaningful resources available.

-encourage social collaboration.

-use appropriate reading incentives.

-build on the familiar knowledge

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• Applications of strategies

-as role model for your students, a teacher who loves reading is far more motivating than a teacher who deposits it.

-create book (reading) experiences rather than just reading book by book. Allow students the chance to see the purpose that reading has in the world.

• Emphasis on importance

-allow students to see their progress in reading and

how it is impacting the rest of their work.

-create a classroom atmosphere where students

can value reading.

Strategies

• Researchers have identified a number of factors important to reading motivation including self-concept and value of reading, choice; time spent talking about books, types of text available, and the use incentives.

• Have students participate in setting purposes for reading by using anticipation guide and selecting stories they would like

to read.

• After selecting a story for students to read, a make a list of the key ideas they will encounter. Provide students with a list of statements based on list and have them rate their level of agreement or disagreement before they read. (This guide then becomes a powerful tool for assessing learning or changed attitudes after reading and discussion as well).

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• Offer students the chance to read beyond the textbook. Popular content area journals, newspapers, and online resources provide teachers with access to reading material that can provide depth, authenticity, and timeliness that textbooks simply cannot. Work with colleagues who teach the same course or in your department to establish a library of that engages students in the key ideas and information of your content. ( Webquest or Bloqs)

• Organize the classroom to motivate reading and discussion. Use a techniques such as jigsawing to create an authentic knowledge gap in your classroom. Have small groups of students read and discuss a handful of different texts with complementary or contrasting views on a question or issue from your content area (differing points of view on the use of the internet; multiple reviews of a book, film, piece of music or art; sections of a chapter that can be understood independently). Then reshape the groups to include students who have each read one of the different texts. Students are then challenged to share an overview of their reading and synthesize the varying content they collectively read.

Classroom Strategies

Read aloud:

A teacher read-aloud is the oral sharing of a book for the purpose of modeling strategic reading behaviors and generating instructional conversation. Theories of child development suggest that the socialization of a read-aloud allows teachers and students to collaboratively construct meaning from text. Share the excitement of read-alouds by:

• Reading aloud a wide variety of text; includes informational books, newspapers, e-books and magazines in your read-aloud.

• Encouraging interaction during the teacher read aloud by inviting discussion. This "give and take" conversation around a shared text engages students in predicting, inferring, and thinking and reasoning.

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• Inviting students to choose the teacher read-aloud title from time to time. Student choice can be managed by offering several possible read-aloud titles and allowing students to vote on the story they would most like to hear the teacher read.

• Allowing students to read-aloud. Read-aloud is often used synonymously with teacher read-aloud. And though teachers should read-aloud daily, inviting students to occasionally read-aloud a self-selected text or portion of a text (e.g., book or magazine article) can be motivating for all. Allowing students to participate in the read-aloud will require some planning. Students should rehearse their read-aloud for several days at home or with a classroom buddy before reading aloud to the class.

Strategies

Vocabulary refers to the words that must known in order to communicate effectively. In relationship to reading, vocabulary plays an important role in two major ways.

• When learning to read, the students have a much more difficult time learning to read words that are not already a part of their oral vocabulary.

• Vocabulary is very important to reading comprehension. Simply the students cannot understand what they are reading without knowing what most of the words mean.

• The students learn most of their vocabulary indirectly through everyday experiences but some vocabulary should be taught directly to support reading comprehension.

Vocabulary should be displayed in the classroom weekly. Students

should be exposed to vocabulary in as many ways

possible.

Strategies

Title Predictions 

Make predictions about what events might take place in the

story based on the title of the chapter or story. Reinforce all

predictions given. Once the predictions are made, give a brief

idea of what the chapter or story is about and ask the students

to think about what questions they want answered when they

read the chapter. Record these questions on chart paper.

These questions help set up a purpose for reading. This way

students are much more tune in with the story and are better

able to answer questions with detail and enthusiasm.

Strategies

 Skill Review  Various activities that will help students with fluency and vocabulary. 

Before the students begin reading aloud in class, have them go over basic sight words from the vocabulary word list. Read the words together. (Choral reading) It takes about three minutes of reading time. This helps to practice words such as: like, the, did, we, begin etc.  Hearing the words in a list helps them recall them quickly in a passage.  This helps their comprehension skills.  

To challenge all students, teachers can create their own list of words from the story (vocabulary) and have students read the list together and individually before reading the story. Unfamiliar words will not make students stumble during reading.

Strategies

Pattern Puzzles is a reading strategy that challenges students to read a text selection and then organize what they’ve read. Students are challenged to put a series of cards containing key ideas from the text in order. This is a thinking activity that combines physical manipulation of pieces with mental manipulation of concepts. Students can work individually, in pairs, in small groups, or even as a whole class.

How to do it:

1. Choose a section of text you want your students to read.

2. Think of 8-10 key ideas from the text and write each one on an index card. You can use direct quotes from the text or write the ideas in your own words. Shuffle the cards and place them in an envelope.

3. Distribute the envelopes to students. Challenge them to place the cards in the proper sequence. As they read, they can go back and change the order of their sentence strips.

4. You can also ask students to create a timeline or a Venn diagram.

Strategies

RAP- is a clever and easy to remember strategy that helps students actively read, comprehend, and remember text selections.

• How to do it: Post these four RAP-Q steps in your classroom and have students practice them weekly when they read text selections:

• Read a paragraph or a section of text. Do not read long sections; short sections will be easier for you to understand.

• Ask yourself what the main ideas are. Try to find the sentence or sentences that give the most important ideas in the section that you read.

• Put the main ideas into your own words. This is called paraphrasing.

• Questions: Based on your paraphrasing of the main ideas, write a question and an answer on the back of a notecard. Compare the notecards that you wrote about the main ideas of previous paragraphs or sections so that you can see how the idea of one section is related to the next.

Strategies

Three Point Review This is a reading review game played by three students using a pre-prepared checklist of significant points from the text.

How to do it: To play “Three Point Review” follow these steps:

1. Put students into groups of three and have them number themselves “1, 2, and 3.”

2. Distribute checklists to Students 2 and 3.

3. Direct Student 1 to tell Students 2 and 3 everything they remember about the reading.

4. Direct Students 2 and 3 to mark an “X” on the checklist terms that Student 1 shares.

5. When Student 1 can no longer recall information, Students 2 and 3 ask questions based on the ideas not checked off their lists. As student 1 answers these correctly, Students 2 and 3 will mark an X on the checklist next to that term.

Three Point Review

6. The review for Student 1 is finished when all words on the checklist are marked or when student 1 can no longer answer questions. Student 2 and 3 should give Student 1 the checklists. Now Student 1 knows what information he/she is lacking and what information he/she needs to review.

7. Rotate student numbers and repeat the quizzing with clean copies of the same checklist. Alternatively, you might wish to move on to a different section of reading.

8. Repeat steps 2-5.

Reading Activity

• With the story, select a reading strategy you would use to teach the selection to motivate the students to read it.

• Presentation of strategy.