This presentation argues: “Older students, as well as struggling readers, frequently lose motivation to read as texts become more complex and demanding.” Strategies to improve motivation include collaborative teaching practices, ensuring wide choice of quality texts, and the judicious use of technology.
Aubrey Daniels takes a well-deserved scalpel to the appealing, but ultimately destructive, myths propagated by Alfie Kohn in particular the idea that conditionality is coercive. Daniels argues forcefully that “all behaviour that matters is conditional”. Daniel also points out the shakiness of the ‘research’ that Kohn uses to support his opinions.
This readable summary of research into reading motivation, and the classroom practices that foster it, is a useful guide for any teacher interested in helping students to engage with greater depth and breadth in their reading.
The article discusses the de-motivation that common classroom reading strategies may have for students who lack decoding, comprehension or fluency skills. It also provides suggestions for appropriate ways to build fluency so that reading is more enjoyable.
This early study showed that teachers may inadvertently encourage student failure by giving attention for the wrong contingencies. Skillful teachers can shape students’ behavior by thoughtful analysis of their interactions, without being manipulative.
This site holds a host of valuable resources for encouraging students to read often and widely: reading passports, reading diary, awards, bookmarks and badges.
This website provides a wide range of resources and ideas for motivating and engaging students of all ages. While there might be debate about which are more or less effective, a range of approaches will be needed to reach a range of students, and this page provides a good starting point to plan your own strategy.
Kerry Hempenstall gves an overivew of the research literature regarding the link between poor behaviour and poor reading. Although the causative process is probably reciprocal, there is a strong incentive for schools and society to address reading difficulties early, in order to pre-empt the development of anti-social behaviour.