ACSD Literacy Leader PLC

Motivation and Engagement

This page will be a collection of resources about motivating and engaging K-5 readers.



Guthrie, J.T., Wigfield, A., & Perencevich, K.C. (2004). Scaffolding for motivation and engagement in reading. In Motivating reading comprehension: Concept-oriented reading instruction. p.55-56

Pressley, M. ( )Motivation and literacy. In Reading instruction that works: The case for balanced teaching. p.228-264.

Small, R.V., (2009). Reading incentives that work: no cost strategies to motivate kids to read and love it! In School Library Media Activity Monthy. pg. 27-31

Brozo, W.G., Sutton Flynt, E. (2008). Motivating students to read the content classroom: six evidence-based principles. In The Reading Teacher. pg. 172-174

Effective motivation:
Students need to feel successful
Rewards can actually reduce intrinsic motivation
Make students aware of successes
Emphasize effort over ability


Effective classrooms:
Trying hard fosters achievement and intelligence
Failure is a natural part of learning
Being best is not what school is about; getting better is (p. 236)


Pressley, M., Dolezal, S.E., Raphael, L.M., Mohan, L., Roehrig, A.D., & Bogner, K. (2003). Reflections on the research. In Motivating Primary-Grade Students. New York: Guilford Press.

Effective motivation:
students on-task/self-regulated
read alouds part of larger units--connected to social studies and science
teachers modeled love of learning
students actively participate
increases student confidence
interesting/relevant content
opportunities for participation in intelligent conversations
students set their own learning goals--in control of their own learning
acceptance/caring
scaffolding
student choice
appropriately challenging tasks
sincere, specific praise given often





Pinnell, G.S. & Fountas, I.C. (2009). Engaging readers' emotion and motivation in successful learning. In When readers struggle: Teaching that works. p. 469-494. Portsmouth, NH: Heineman.

Characteristics of leveled texts that engage readers:
1-Something familiar
Fiction: characters in a series
Non-fiction: something the student has experienced (making a pizza)

2-Interesting information
Non-fiction: students like to learn about something new, ideas put together in new ways
Fiction: hybrid texts--combination of fiction/non-fiction

3-Wonderful characters
Fiction: characters that students can relate to, characters are in familiar situations

4-Interesting plots
Captures attention
In level A, B, and C texts the pictures carry a lot of meaning

5-Great illustrations
Illustrations reflect the mood of the story
Illustrations can lead to deeper levels of comprehension in a story

Pressley, Michael (). Motivation and literacy in Reading instruction that works: The case for balanced teaching. p. 228-264.

Motivators:
Prior experiences
Social interactions around books
Book access
Freedom of choice
Partner reading
Reading trade books

Guthrie, J.T., Wigfield, A. & Perencevich, K. (2004).
Concept-Oriented Reading Instruction:

Differentiate scaffolding based on need
Real-world interaction
Interesting text
Choice





Motivating Students

Reach Every Child