to Read Introduction The Relation Between Reading and Motivation Motivation Leads to Engagement The Relation Between Reading and Motivation Reading Motivation and Engagement In summary of research Commission ID: 649858
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Slide1
Chapter 3
Assessing Motivation
to ReadSlide2
Introduction
The Relation Between Reading and Motivation
Motivation Leads to Engagement Slide3
The
Relation Between
Reading and Motivation Slide4
Reading Motivation and Engagement
In summary of research, Commission
on Reading
noted positive
link between skilled reading and the reader’s interest in the
content, as
have other reading experts before them (e.g., Anderson, Hiebert, Scott, & Wilkerson, 1985
).
Others
make even stronger statements. Smith (1988) concluded that, “the emotional response to reading…is the primary reason most readers read, and probably the primary reason most nonreaders do not read” (p. 177
).Slide5
How
Motivation Impacts
Reading
DevelopmentSlide6
Motivation and Learning to Read
Guthrie and Humenick (2004) concluded that, “a motivated reader is not likely to automatically gain these complex cognitive
competencies [reading skills] independently
. The unmotivated reader, however, is quite unlikely to gain these reading competencies at all” (p. 351
).Slide7
Motivation and Learning to Read
Guthrie
and Humenick (2004)
studied the
relation between motivation and acquisition of comprehension
skills.
They
identified 12 dimensions of motivation for
reading.
They categorized
the influence of these 12 dimensions within three more general types of motivation:
external
(or extrinsic)
motivation
internal
(or intrinsic)
motivation
self-efficacySlide8
Importance of Reading Self-Efficacy
Reading Self-Efficacy
Students
’ beliefs in their capacity to read well,
and their
attitudes about anticipated success or
failure
Confident
students are more likely to engage in reading and to learn from
text
A
ccording
to the
literature, self-efficacy
appears to be the most important motivational influence (Berkeley, Mastropieri & Scruggs, 2011
).Slide9
Instructional Practices that Positively Influence Reading Motivation
C
reating
knowledge goals that emphasize learning content consistent with background knowledge, interests, and connections to larger
goals.
Allowing
student choices regarding reading content and reading
time.
Assigning
interesting texts based on students interests, use of illustrations, and consideration of relevance to background
knowledge.
Allowing
social collaboration based on joint
assignments.
(Guthrie
and
Humenick, 2004
)Slide10
How Reading Attitudes are Formed
F
rom
our interactions with reading content
itself.
From
interactions with models that may influence perceptions regarding the reading process, such as parents, peers, and
teachers.
I
nfluenced
by instructional
methods.
Influenced by
gender (girls have more positive attitudes toward reading than boys
),
but not much by
ethnicity.
Reading attitudes tend to worsen over time,
particularly
for poor
readers.
(
McKenna
and
Stahl, 2009)Slide11
Reading Attitudes
Number
of reading interests decline with
age.
Influence
of gender increases with age, but girls are more likely to read “boy’s books” than are boys to read “girl’s
books
”.
Typical
male interests include science, machines, sports, and
action/adventure,
while typical female interests include interpersonal relationships and romance, and both males and females seem interested in humor, animals, and the
unusual.
(
McKenna & Stahl, 2009
)Slide12
Motivation Leads to
Engagement:
Reading
Engagement
Engaged readers focus
on reading to understand, to make meaning of text, to avoid distractions, and to exchange ideas and interpretations of text with peers. Their reading behaviors reflect devotion to reading across time and
genre
and result in important learning outcomes.
Disengaged readers are
inactive, uninvolved, and tend to minimize effort during prescribed reading lessons and resist reading during free
time.Slide13
Engaged
R
eaders
A
re
M
otivated
All
experts converge on the notion that engaged readers are goal driven and strategic;
they
are motivated to obtain meaning from text, to
read.
Importantly
, engaged reading is strongly associated with reading achievement (Guthrie & Wigfield, 2000
). Slide14
Engaged Readers
R
ead
M
ore
As engaged readers seek reading
opportunities,
they build reading
skills.
As
they become better
readers,
they tend to read
more.
This
reciprocal relation has been referred to as the
Matthew effect
by Stanovich (1986), after the Biblical story revealing the tendency for the rich (using their resources) to get even
richer.Slide15
Goals and Grades for Reading
Share goals for reading with students.
Separate grades for effort from grades for achievement.
(Caldwell, 2014)
Students
’ intrinsic motivation for learning (and reading specifically) tends to decrease across
elementary school years and
extrinsic
motivation increases as they become more focused on grades and performance compared to peers, although this pattern does not characterize all students and has not been found in all
studies.
(
Gottfried, 1990
)Slide16
Importance of Assessing Affective Aspects of Reading
According
to Afflerbach and Cho (2010), “Given the potential power of affect to influence reading development, assessment of affect should be a priority, yet it isn’t” (p. 498
).Slide17
Importance of Self-Efficacy
Positive academic self-efficacy is considered critical for developing academic skills because of its motivational
influence.
First
described by Bandura (1977; 1978;
1986), it refers
to an individual’s beliefs about his/her ability to perform an academic task
successfully.
Those
beliefs are in turn influenced by students’
causal attributions
, i.e., the extent to which they believe success or failure results from
ability
,
effort
,
task difficulty
, or
luck
.Slide18
Appendix
B Slide19
How
Reading Motivation
Is
AssessedSlide20
Assessing Motivation
Self-reports
Anecdotal
notes
Classroom observations
Reading journals
Interviews and surveys
Sentence c
ompletion
Interest inventories
Thought bubble
Attitude
inventories
: ERAS, RSPSSlide21
Classroom Observations:
Figure 3.1
Anecdotal Observations
Nonjudgmental language
Systematic Observation
Frequency
C
ount
Record number of times a particular behavior occurs within a given time periodSlide22
Reading Journals
Variety of purposes
Assess reading self-efficacy
Keep record of what student has read
Build writing skills
Gain insight into student’s choices and interests
Should not be treated like book reportsSlide23
Sentence Completion
“The
best thing about school is_____.”
“
My teacher helps me ____.”
“
The thing I hate most about school is ___.”
“I like to read about____.”
“
When I am older I want to read about ____.”
“
My friends think reading is ____.”
“
My favorite book is ___.”
“
The thing I hate most about reading is ____.”
“
My favorite time to read is _____.”Slide24Slide25Slide26
The
Affective Elements of Reading
Motivation
(e.g., Attributions, Beliefs, Interests, Self-Efficacy
)
How
Related Affective Elements
Are
AssessedSlide27
Interest Inventories
Figure
3.4
The
Reading and Activity Interest Inventory (RAII
)Slide28
Attitude Surveys
Elementary Reading Attitude Survey (ERAS
)
,
developed by McKenna and Kear (1990) to determine student attitudes toward recreational and academic reading
activities
Only
20
items
Assesses academic and recreational
r
eading attitudes
Normed on national databaseSlide29
Attitude Surveys
Reader
Self-Perception Scale (
RSPS),
developed
by Henk and Melnick (1995) to assess how students feel about themselves as readers,
consists
of 33 items along four dimensions of
self-efficacy
Progress
Observational Comparison
Social Feedback
Physiological States
RSPS2
is similar
to
SPS but is appropriate
for older students (i.e.,
adolescents)Slide30
Attitude Surveys
Motivation
for Reading Questionnaire (MRQ)
scale, developed
by McKenna and Stahl (2009) to assess various dimensions of elementary-age students reading
motivations
54-item
questionnaire
Takes
about
20–25
minutes to administerSlide31
Attitude Surveys
Reading Motivation Scale
(Bell & McCallum, 2015)
Table 3.1
Determines
a student’s level of reading enjoyment and motivation
20-item
self-report scale can be administered to students who are capable of reading the items in group
form
Can
be read to younger or less capable
students
Readability
of
directions
is 5.3 grade level based on Flesch-Kincaid in Microsoft Word; the actual items are at a much lower readability
levelSlide32
Attitude Surveys
Adolescent
Reading Attitudes Survey (
ARAS),
developed
by McKenna, Simkin, Conradi, and Lawrence (2008)
Determines reading
attitudes of adolescents regarding recreational and academic content in either print or digital
format
Can
be scored to reveal
positive
, somewhat positive, neutral/indifferent, somewhat
negative
or negative attitude about recreational reading in print settings, recreational reading in digital settings, academic reading in print settings, and academic reading in digital
settingsSlide33
Interviews
Can help determine student reading-related
interests and
motivation
Interview
is driven by
kind
of information
sought
Initially ask general, open-ended questions, followed
by increasingly specific
questions
Interviews
may be helpful in obtaining information about a student’s goals for reading, interests, hobbies, and beliefs about reading success and failure (e.g., attributions
)Slide34
Assessing Attributions
Attributions
are
studied
because
of their power to influence academic and social skills success (Bell & McCallum,
1995)
Ability
Effort
Luck (or Chance)
Task Difficulty (or Context)Slide35
Incremental View of Ability
Effortful students are more likely to hold an
incremental
view of intelligence and related abilities, including reading, rather than an entity or innate view. They are more likely to assume that their ability is malleable, fluid, and changeable, and so is reading
success.
Students
who believe that reading ability is innate, fixed and stable, i.e., out of their control,
have an
entity
view and are
more susceptible to the effects of learned
helplessness
and
are more likely to
give up if they perceive
reading as difficult.Slide36
Student
Reading Attribution Scale (SRAS
)
Table 3.2
SRAS informally assesses
the reading attributions
most
related to reading success and
failure.
20
hypothetical reading
success or failure scenarios
(items)
Can
be administered in group form or
individually
Students rate
their level of agreement for two attributions that might account for
outcomes described
Score indicates the extent to which students express incremental versus entity or innate view of reading success and failure
(
Bell & McCallum,
2015)Slide37
Teacher Self-Assessment
“My
classroom décor promotes interest in reading because
___.”
“I encourage students to read by
___.”
“Good things happen in my class when
___.”
“
I hold students accountable (nonpunitively) for reading by
___.”
“When I model reading
behavior,
students
___.”
“When I encourage weak readers to read
more,
they
___.”
“When I encourage good readers to try new
genres,
they
___.” Slide38
Summary
The Relation Between Reading and Motivation
Motivation Leads to Engagement