Article
Title: Motivating and engaging students in reading
Author:
Cambria, J. and Guthrie, J.T.
Journal: The
NERA Journal 46 (1), 2010, pgs. 16-29.
Summary
This article aims to define and
categorize motivation and offer suggestions to teachers on how to motivate
their students. This article, which is
written more for the teaching community as opposed to the scholarly community,
breaks down motivation into three categories: interest, dedication, and
confidence. “An interested student reads
because he enjoys it; a dedicated student reads because he believes it is
important, and a confident student reads because he can do it” (Cambria &
Guthrie, 2010). The article goes into
the most detail on dedication by breaking it down into the subcategories of persistence,
value, and planning; the researchers also differentiate between dedication and
intrinsic motivation, and show how dedication affects reading achievement.
The
article then delves into teaching practices that will increase reading
motivation in both elementary and secondary classrooms. The six practices for secondary classrooms are
creating relationships, building success, assuring relevance, fostering awareness,
affording choices, and arranging social goals.
Analysis
In my previous blog post, I
mentioned how the author, Wigfield, is one of the big names in reading
motivation research. This article is
co-written by another of the big names – Guthrie. However, instead of detailing a research
process, this article speaks directly to teachers and gives practical advice on
how to recognize motivation and how to foster it in the classroom. The three breakdowns of motivation here are
simplifications of the more detailed breakdowns as listed my previous blog post
and that I have seen referenced in other articles. A lot of good information is provided here
for the literature review and background areas of my research paper.
As for
the teaching practices targeting reading motivation, I aim to incorporate three
of them into my sustained silent reading program. The three I will include are fostering
awareness, affording choices, and arranging social goals. The article’s section on affording choices is
enlightening because it defines choice as more than just a free choice of
book. Choice also revolves around
reading with a partner, taking notes or not, and asking questions or not.
References
Cambria, J. and
Guthrie, J.T. (2010). Motivating and
engaging students in reading. The NERA Journal 46 (1), 16-29. Retrieved from http://literacyconnects.org/img/2013/03/Motivating-and-engaging-students-in-reading-Cambria-Guthrie.pdf
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