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Motivating Students to Read

Literacy Assignment
by

Nicole Dube

on 21 January 2015

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Transcript of Motivating Students to Read

Motivating and Engaging Student Readers
What is engaged reading?
How do we increase motivation?
Ways to Start Today!
What does it look like?
Reading motivation consists of 3 key components:
Benefits
What motivates students to read?
Previous exposure to books.
Reading entire series of books consisting of the same characters but different plots.
Social interactions surrounding books.
Regular and easy access to books.
Choice of book to read.
Combining Print and Technology
Technology can interest students who may not enjoy standard reading
Students overcoming reading disabilities can use technology to assist
Pens that translate handwriting to searchable virtual text can promote reading of fellow student work
Autonomy Support
Provide students with an authentic opportunity to make decisions in their learning.
Helping Struggling Students
A key for struggling readers is to be supportive without causing dependence or being too intrusive.
Cohesive Programming
Connect programming between:
Reflection, Appraisal,
& Application
Classroom Strategies
Have a large and varying classroom library.
Give children books as gifts/rewards.
Select books that have other adaptations (such as movies) they have been exposed to.
Select books from series to continue interest.
Host literature discussions amongst students.
References
Baker, L., Dreher, M. J., & Guthrie, J. T. (Eds.). (2000). Engaging young readers: Promoting achievement and motivation. Guilford Press.

Calkins, L. (1997). Motivating Readers. Five Ways To Nurture a Lasting Love of Reading. Instructor, 106(5), 32-33.

Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher, 50(1), 14-25. Retrieved from http://www.jstor.org.myaccess.library.utoronto.ca/stable/20201703

Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing motivation to read. The Reading Teacher, 49(7), 518-533.

Guthrie, J. T., & Davis, M. H. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading &Writing Quarterly, 19(1), 59-85.

Morrow, L. M., Gambrell, L. B., & Duke, N. K. (Eds.). (2011). Best practices in literacy instruction. Guilford Press.

Padak, N., & Potenza-Radis, C. (2010). Motivating struggling readers: Three keys to success. New England Reading Association Journal, 45(2), 1-7,103. Retrieved from http://search.proquest.com/docview/206030923?accountid=14771

Patricia S. Koskinen, Barbara Martin Palmer, Rose Marie Codling and Linda B. Gambrell. The Reading Teacher , Vol. 48, No. 2, 20 Years of Children's Choices, 1994 (Oct., 1994) , pp. 176-178
(Koskinen et al., 1994)
(Koskinen et al., 1994)
(Morrow, Gambrell, & Duke, 2011)
Interest
Dedication
Confidence
Intrinsic motivation related to enjoyment!
Students extrinsically motivated are not the best readers as they stop reading once they've received their reward.
Think, Pair, Share
Think of a time you truly enjoyed reading? What made it enjoyable for you?
A student's belief that reading is important.
Students that are dedicated devote time, effort, and persistence to their reading.
Students that value the knowledge from reading and value their futures are more dedicated.
What would an avoidant student look like in terms of dedication?
What could we do to increase their dedication, and therefore, motivation?
Discuss
Believing in oneself is most closely linked to achievement.
Students that are lower-achieving believe they are worse than they really are, and they disengage.
student performs poorly
student's confidence decreases
student withdraws from trying
(Padak & Potenza-Radis, 2010)
Authentic Reading
Nuture Love of Reading
Social Interaction
Connect learning to life outside the classroom!
Use authentic texts and materials.
Provide texts that assist students in solving their own problems and learning new things.
Scaffold student learning and decision-making.
Involve parents and a reading-at-home program.
Provide students time following independent activities to share their learning experiences!
Have students share their favourite parts of the book they have been reading.
Have students write interesting words, or words they don't know, on sticky notes. They can be posted on the wall and everyone can share their knowledge.
Create special bookmarks to mark 'favourite spot,' or 'favourite character,' that they can discuss with a partner.
Have students develop a commercial for the book they're reading.
How can we do that?
...like what?
Provide time to struggling readers through supported independent reading structures.
(Calkins, 1997)
Show how reading can fit into everyone's life
Identify all children as leaders
Focus on good reading experiences
Point out when reading works
Encourage talks about books
What are some strategies?
Reflection
Reflect on your current practices, and what was discussed in this workshop. How can you incorporate some of these ideas in your classroom?
Appraisal
Provide your students with a questionnaire to find out their interests and how to maintain their engagement
Application
Select a lesson and make adjustments. Offer students a choice, and opportunities to discuss their reading
(Morrow, Gambrell, & Duke, 2011)
The engaged reader
knowledgable
socially interactive
strategic
motivated
(Gambrell, 1996)
Students will stay focussed and on task if that are motivated to complete it.
Students that are highly motivated tend to have higher self-efficacy.
Student grades and attendance records are higher with higher motivation
Motivated students can have a positive impact on the school community
Graffiti Time!
There are countless benefits to increasing student motivation.
(Gambrell, 1996)
Allow students to assist with decisions such as topics,
which texts to read, and which skills to emphasize.
Negotiate workload and time frames
with students
Automony tends to decrease with age...
so let your kids have a say in your learning!
(Guthrie & Davis, 2003)
home
community
school
How can we do this?
Full transcript