1. Motivating Young Readers in Your Classroom (and Exploring Picture Books) EDC423 Dr. Julie Coiro

2. Today’s Learning Objectives Compare and contrast intrinsic and extrinsic literacy motivations and their connection to classroom culture and literacy instruction Identify several ways to learn more about your students’ literacy motivations in ways that can guide instruction Picture Book Festival! [Awareness]

3. What is literacy motivation? The reasons, purposes, and goals for reading and writing - –They are multidimensional (many levels and layers) and diverse (many reasons) Do you like to read? Write? Are you good at reading? Writing? What do you read? What do you write? Why do you read? Why do you write?

4. Types of motivation Intrinsic motivations –Goals that are internal to the learner and guided by personal interests and private experiences Extrinsic motivations –Goals that originate outside the learner (often guided by parents and/or teachers) - guided by points, stars, external rewards

5. EXTRINSIC MOTIVATION INTRINSIC MOTIVATION Eight distinct motivations for literacy (Sweet & Guthrie, 1996) Involvement Curiosity Challenge Social Interaction Compliance motivation Recognition Competition Work Avoidance

6. Group Activity Developing Motivated, Lifelong Readers In Your Classroom –Characteristics –How can teachers help? –Results 15 minutes in small groups 15 minutes as a whole group

7. What can we do to foster External Motivation? Do certain amount = prize! Build on their interests with similar genres Social acceptance; Spark interest with ANY topic! Social interaction – get involved with others who like reading - they learn through modeling You get to share what you read or write Vary the group size – large or small

8. What can we do to foster Intrinsic Motivation? Help set personal goals Paired reading – peer reading Keep modeling – they should keep doing it! Do read-alouds with harder books – and easier books

9. What can we do to foster External Motivation? Role play /drama to spark students’ interests Display books - talk about stories Elicit a personal response (alternative to avoid writing) Set up a reward system Set up a fun place to read (comfortable) Use a candy drawer after explaining Keep a reading log - pages read, short summary Competition/reward/punishment

10. What can we do to foster Intrinsic Motivation? Allow choice in what to read and how to respond and with whom they interact Ask them about their likes and dislikes (especially about reading) ** Model excitement/passion - give a booktalk Teach students HOW to choose books Interdisciplinary connections

11. Why should you know about the differences in motivations? DANGER: When students are rewarded for completing tasks, intrinsic motivations decrease (Cameron & Pierce, 1994) –Decreases in engagement time and attitudes toward reading Students who were rewarded LESS during free time read MORE (they attributed the cause of their reading to internal factors like interest & curiosity) Students who were rewarded MORE during free time read LESS (they attributed reading to external factors like points, grades, & stickers)

12. Why should you care? Intrinsic motivations are imperative to lifelong, voluntary reading Intrinsic motivations are vital to higher-order strategy development –Leads to deeper meaning-making –internal metacognitive monitoring, clarifying, and reflecting Otherwise, you have “Fake” readers! (Kelly & Clausen-Grace, 2008)

13. What makes students want to read? (Worthy, 2002) Provide engaging instruction –Model everyday excitement about books –Reading for enjoyment Choice and variety in reading materials –Teach students how to choose their own books –Interest Inventories (see examples in handouts)

14. Online Reading Locations to Motivate Young Readers There’s TONS of informational text at a reading level kids can enjoy!

20. Setting up classroom routines (Chapter 5, p. 60-61) Provide variety and choice; self-selection Encourage social interaction No points to “hold accountable” Help students select books with Booktalks and 5 finger test Strategy conferences: (coaching, monitoring, and facilitating) Short response log (p. 72) - I’m wondering…I can see a clear picture of…I made a connection to…I was confused when…

21. Measuring Young Children’s Reading Motivations How did the authors of your two readings learn about literacy motivations? Reading - Interest Inventories (see handouts) Elementary Reading Attitude Survey (McKenna & Kear, 1990) –Help plan classroom library –Guage movement from beginning - middle - end of the school year (an increase of 5 or more points on subsections; 7-8 points on total score reflects growth)

22. Measuring Young Children’s Reading Motivations Motivation to Read Profile (Gambrell et al, 1996) –Examines self-concept for reading and value of reading The Reader Self-Perception Scale (Henk & Melnick, 1995) –Devise ways to enhance children’s self-esteem in reading and to increase their motivation to read

23. Today’s Learning Objectives Compare and contrast intrinsic and extrinsic literacy motivations and their connection to classroom culture and literacy instruction Identify several ways to learn more about your students’ literacy motivations in ways that can guide instruction

24. Homework GENRE: Chapter 3 - Picture Books STRATEGY: Chapter 5 - Predicting Next week - Exploring Picture Books and Embedded Strategy Instruction

25. Intrinsic Motivation Provide lots of time for indep. Reading Help readers sort out what types of books they like and label them Variety: old/new, different formats Chances to share with their peers More read-alouds Show enthusiasm Plan for activities that go along with books

26. Extrinsic Motivation Book logs with different genres Accelerated Reader