Reading Motivation
Strategies to Motivate Struggling Readers K-8
Candace Barnes (6th-8th Grade)
Rachel Monroe (4th Grade)
RE 5040 Project
4/26/11
2
5040 Teacher as Researcher Project
Candace Barnes and Rachel Monroe
Reading Motivation
Background
In our classrooms, we have noticed children who are struggling readers or below grade
level readers tend to have a lack of motivation and interest in reading activities. These students
know they are not at the same ability levels as their peers; yet wish to read the same texts. Since
many of their independent level text can be childish or not developmentally appropriate, these
students tend to have less self-motivating qualities when it comes to reading for fun. Much of
their lack of interest in reading comes from the struggles in the classroom, when reading
independently and for academic purposes. We have noticed these students often have trouble
selecting texts to read independently because of their issues with reading fluency and
comprehension, so they tend to not read for recreation or for pleasure.
Since we know that students become better readers by spending more time reading, we
wanted to focus on finding strategies that would motivate struggling readers and interest them in
reading for pleasure. To focus on the topic of motivation, we hoped we would gain insight into
how all levels of children are best motivated to read in our classrooms and how to spark interest
for struggling readers. We also hoped to find further information for introducing text to students
that is neither childish, nor insults their respective age. If we could find a way for students to
self-motivate and motivate their peers to read, we knew our classrooms could build and
encourage successful readers of all levels.
What the Research Says about Motivation
Our first important task was to locate resources and research to help us define reading
motivation and locate strategies for success in the classroom. Reading research also says the
motivation issue as an important key to reading success, much like what we have seen in our
classrooms. As stated by Edmunds and Bauserman (2006), motivation is the key role in
learning. “Motivation frequently makes the difference between learning that is temporary and
superficial and learning that is permanent and internalized" (Oldfather, 1993). We also found
students who consistently read for their own interest are often quite competent and are usually
highly achieving readers. Wigfield and Guthrie (1997) documented that, “students who are
intrinsically motivated spend 300% more time reading than students who have low intrinsic
motivation for reading. Compared to 10 other motivations, intrinsic motivation for reading was
most highly associated with whether or not students read widely and frequently on their own
accord.”
Much like what we have seen in our classroom with struggling, we found research
evidence of the downward spiral of motivation for older readers. “As students progress through
school, their identity as learners and readers can progressively deteriorate. Young children
typically give high ratings to reading and learning” (Coddington & Guthrie, 2006). However, as
students approach the end of the elementary grades, many students cease to aspire to higher
achievement or proficiency in tasks such as reading in any subject matter (Wigfield & Eccles,
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2002). “The reasons for reading, then, are crucial. Simply reading is insufficient. When internal
motivations such as intrinsic motivation and interest energize students' reading, students interact
with text deeply and gain relatively high amounts of knowledge or aesthetic experience
(Schiefele, 1999). If students' reading interests are weak, their competency grows little and their
quality as readers diminishes.”(Guthrie, 2007). We now knew how important it was to
incorporate an independent reading time filled with student choice, so that the interest of the text
could be a motivating factor in reading.
Since we were looking to find a way to play to students’ interest and the social aspect of
reading, we began to look for strategies to fit our definition of motivation. We tried to find ideas
that helped students collaborate, have choice of texts, and share text information. For struggling
readers to become motivated and better readers "they need to be reading at their instructional
reading level with 95% accuracy in word recognition" (Ivey, 1999). We decided we wanted to
implement a set independent reading time using choice texts based on this research. We would
use our classroom library and school library to locate text that would be of interest and
acceptable for students. “By the time a struggling reader reaches middle school some are "3-4
years behind compared to on grade-level readers. The KEY is making difficult books accessible
and easy books acceptable" (Ivey, 1999). We were going to have to make sure all levels of text
were accessible, and that read alouds (using computers or tapes) would be available for students
who were far below grade level.
To add to our independent reading time, we found research supported that students
needed a model of reading and time to share their reading with peers and teacher. According to
Gambrell (1996), “Teachers become explicit reading models when they share their own reading
experiences with students and emphasize how reading enhances and enriches their lives” (p. 20).
Allington (2006) offers the idea of the teacher previewing a small selection of books each day,
offering what type of reader may enjoy the book, and allowing students to check them out. “The
more books that children are exposed to, and know about, the more likely they are to read”
(Gambrell, 1996, p. 22) We decided we wanted to provide a model for reading by introducing
our book favorites, and then allow students to do the same. The more our students saw us and
their peers reading, the more they would be motivated to do the same.
We decided to plan for small group discussion as a part of our self-selected reading time,
or what we called an “individual reading conference”. As Gambrell (1996) notes, students need
to share their enthusiasm about books with each other. Self-selection can be more motivating if
students know they will have the opportunity to talk with friends about their choices. (Strickland
& Alvermann, 2004). This research suggested we give students time to share and discuss reading
experiences so that peer motivation can thus be improved. Students are motivated by the
teachers’ attention and interest in their activities; we know this from past experiences. The
conferences will be a great way to incorporate time and individual attention to each reader.
Research Questions
All of our students, even those that lack motivation and struggle in the area of reading,
are expected to pass grade level tests and become readers of some capacity. Since we noticed our
struggling readers lack motivation for reading independently, we knew they were not getting the
recommended ninety minutes or more of reading time per day. We also know they are unlikely
reading at their instructional level due to a need to read text like their peers. Both of these
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factors are detrimental to increasing reading capacity throughout the year. Our main struggle as
teachers is to find texts that interest, relate, and are developmentally appropriate for these
students. Along with locating these texts, we also need to implement a set selected reading time
and the use of peer recommendations for text.
Our main focus at the beginning of each year is always finding a new entry point for these
students so we can increase or renew motivation/interest for reading. If we can achieve this,
closing the wide gap for these students will be better obtainable through increased time spent
reading. Students who are motivated and engaged, tend to increase time spent reading at home
and school, which in turn will increase reading ability. We have found that the most important
component for these students is finding texts that are appropriate, yet not childish or insulting to
their current age. We decided to look at strategies that would increase time spent reading
independently; since this is where most upper grade students need renewed motivation. Since we
work with students who are struggling to read fluently and comprehend even below their level,
we wanted to see what possibilities were available to include student choice and social ideas in
the reading equation as a tool for motivation. Our research began with two questions:
1. What effect does student choice have on increasing interest/motivation in reading?
2. What effect does implementing a set self-selected reading/read aloud during instructional
time have on increasing reading attention and motivation?
We used these questions to take a closer look at independent reading and motivation
strategies for our students. We would incorporate three reading strategies that focused on social
interaction, peer recommendation, and independent choice reading. We would be using selfselected reading for Rachel's class because most students can choose texts that are close to their
levels without it being too childish. We incorporated selected read alouds and listening devices
for Candace's class because many readers are far below level, yet still wish to read grade level
appropriate texts. We wanted to reach as many students as possible for our experiment.
Participants
As teachers from two very different classrooms and teaching experiences, we were led to
focus our research on a common issue we see daily in all classrooms. Since we come from
completely different classroom environments, we need to explain the varied background on each
of our schools and classes.
Candace teaches at East Alexander Middle, EC Extend 2, grades 6th-8th. This middle
school has 680 students, of which 50% are on free and reduced lunch. Most students are from a
low socioeconomic background, with working case parents. The school is very culturally
diverse. Candace has been in her position for almost a year and a half at East Alexander Middle
School. She has 13 total students. In 6th grade she has 3 Caucasian females, 1 Caucasian male, 1
African American female, and 1 African American male. Her 7th grade consists of 3 Caucasian
females, 2 Caucasian males, and 1 Mexican American male. Her 8th grade consists of only 1
Caucasian male. Out of her students, 10 out of 13 are severely below grade level readers, which
range from primer to late 4th grade. The majority of her students fall in the lower end of the
spectrum. Also, most students have been diagnosed ADD/ADHD yet many parents refuse to
place them on medication. Most of the guided reading that students are involved in is books on
tape and storybooks online using computer technology. For independent reading they are to read
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a book on their independent reading level. Ultimately, this has become a struggle due to having
to read "childish" books and stories of non-interest just to meet their instructional level. Many
times, these students need to read choice books at their listening level so they can feel a part of
their peer reading circles.
Rachel works at Tuttle Elementary School in Catawba County. She has worked three
years in a 4th grade classroom. Tuttle Elementary has about 500 students, of which 60% are on
free and reduced lunch. It is a Title one school with most students being from very low
socioeconomic homes. There are a small percentage of students from middle class families. The
school has very low cultural diversity, and has worked hard to gain support of parents on the
importance of reading at home. In her 4th grade classroom, about half of the students are below
grade level readers or readers who struggle with fluency or comprehension. Rachel has fully
implemented guided reading in her classroom due to three different levels of students and
implements read aloud on students listening level. Her grade level ability groups for reading
instruction, and she has the middle reading group. Their are 13 students on grade level, 9 on a
third grade reading level, 3 students slightly above grade level. The class consists of 22
Caucasian students, 1 African-American, and 2 Hispanic Americans. The room is predominately
male, with 15 boys and 10 girls. Five students are diagnosed ADHD, with only two taking
medication. The main issue she has found is students below level have a hard time making
correct choices for self-selected texts because they want to read above their level to be like their
peers. These same students lack motivation to read due to need for more choices in reading
selections that are appropriate and of interest to them. The guided reading implementation has
helped this process, but she still feels a strong need for a student choice factor and discussion
with peers so that reading motivation can be increased.
Candace’s Participants
To find specific participants for this study, we looked carefully at the classrooms we teach.
Candace chose her 13 students ranging from 6th-8th grade. The racial make-up was as follows:
African American children-1 female and 1 male; Mexican American-1 male; Caucasian-5
females and 5 males. Motivation and interest questions will be directed towards the entire class
throughout daily reading instruction. When incorporating attention/motivation questions, the
focus will be placed on 3 students (2 boys and 1 girl) who have severe attention problems during
daily instruction. These children have been diagnosed ADD in addition to low Garfield Reading
Survey scores. All students receive resource services based on their IEP's. Also, they are all on
the Extend 2 curriculum.
Student Backgrounds for Focus Group: Below are the three students who were chosen to be part
of a research focus group when incorporating attention/motivation into reading instruction based
on pre-assessment Garfield Survey scores.
●
Nathan is in the 7th grade and has been in the EC program since 1st grade. His category
is SLD. He is reading instructionally at 2nd grade. During instruction he continuously
gets out of his seat, yells, and argues with teachers and peers. He knows he is a
struggling reader and because of that he lacks putting forth effort. Due to his reading
struggles books on tape have been made accessible to him. He thinks that because he is
in an EC classroom he automatically qualifies as “stupid” which is quiet the opposite. If it
were not for his below grade level reading and writing skills he would be in a regular
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education classroom. Nathan is in 7th grade and has been in the EC program since 1st
grade. His category is SLD. He is reading instructionally at about 2nd grade. During
instruction he continuously gets out of his seat, yells at, and argues with teachers and
peers. He knows he struggles to read and because of that he does not want to try and learn
how to read better; easy to see why there is no motivation. Due to his struggling to read
on his own that is why books on tape have become available to him. He thinks because
he is EC he automatically qualifies as “stupid.” Stupid is quite the opposite of what
Nathan truly is. Nathan is very good in math and has remarkable common sense. The
only thing holding him back from being placed back into a regular education classroom is
his reading and writing skills.
● Chelsea is in 6th grade and has been in the EC program since she was in 3rd grade. Her
category is ID-Mild. She is reading instructionally at 3rd grade. She struggles greatly in
math compared to reading. In reading Chelsea struggles to comprehend what she has
read. Although she struggles when reading on her own she does comprehend when
books are being read to her. Her behaviors during instruction include her speaking out
during class, distracting those around her by tapping on her desk or chair, or drawing.
She is more reluctant to read during class if she is completely wrapped in the text. It’s
obvious when she is because she sits there glued to her book and never says a word.
● Josh is in the 6th grade and has been in the EC program since 1st grade. His category is
ID-Mild. Josh struggles in greatly in math and reading. He is reading instructionally at a
late 2nd grade level. Josh has a hard time comprehending what he reads. Also, he does
not comprehend what is read to him at grade level. During class instruction and group
work he distracts his peers. He continuously talks out, makes noises, and lays his head
down to draw. During reading time he always asks if he can go to the bathroom, which
Candace has found he does to get out of reading. Josh looses focus faster compared to
the others.
Rachel’s Participants
Rachel's participants included her class of 25 fourth grade students. These students are ability
grouped for reading instruction, so 13 students read on grade level and 9 read slightly below
grade level. Four students in the classroom have been diagnosed ADHD/ADD, 3 boys and 1
girl. None of the students in this reading group receive EC services, but 6 students have PEP's for
not passing their reading EOGs. The student choice questions will be aimed at the entire reading
group. The attention/motivation question will be aimed at the entire class, with a focus on a
subset group of 2 males and 1 female with attention issues/ low Garfield Survey scores.
Student Backgrounds for Focus Group-- Below are the three students who were chosen to be part
of a research focus group when incorporating attention/motivation into reading instruction based
on pre-assessment Garfield Survey scores.
● CH is a white male who has a personalized education plan for scoring a level two on his
reading EOG in third grade. His Garfield pre-survey assessment showed that he had a
total far below the class average. Colton has issues with attention and focus, especially
during reading time. He will often try to leave his seat (sharpen pencil, go to the
restroom) while he should be reading. He admitted that he does not like to read for fun
and often has trouble choosing texts because he does not have any interest in books.
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Colton has lacked an entry point into reading, so this has been Rachel’s main focus this
year for Colton.
● FJ is an African-American male that is currently repeating fourth grade. He moved to
Tuttle Elementary this year and has many gaps in math and reading instruction. His
Garfield pre-survey assessment showed that he had a total reading attitude far below the
class average. His parents are very concerned with his reading progress, because he is a
very fluent reader that has very low comprehension. He will often speed read just to
complete an assignment, but cannot recall or draw conclusions from the text. He admits
that he does not like to read for fun and has not read a book he enjoys lately. He also
shows signs of attention issues.
● JJ is a white female student who is diagnosed with ADD. She is a potential candidate for
retention in fourth grade due to low achievement in math and reading. She was almost
retained in 3rd grade, but was pushed on due to grade level numbers. Her Garfield Survey
score was far below the class average and she tends to “zone out” during class
assignments. It is a constant struggle to keep her interest and give her movement time
during reading to keep her engaged. She has previously admitted that she does not like
school, and does not like to read at home. She rarely has homework completed.
Intervention Procedures
To find answers to our research questions with our participants, we implemented the
process of three strategies over a four-week time span. These strategies were found from our
background research on motivation. Due to the age difference among our classroom we
implemented the same strategies but in different ways (see Table at end of section).
We began our study with a pre-assessment of student motivation using the Garfield
Reading Survey. This survey was given to both of our classes, whole group, so that we could get
an average baseline score for reading recreationally and academically. After tabulating these
scores, we were able to find our lowest motivated readers in our classes. These students would
be our focus for later intervention strategies and observations, as well as the rest of the class.
Along with the Garfield Survey, Candace administered two short surveys (pre and post
assessments) to her whole class to acquire greater understanding of how students felt about
reading in her classroom. Questions on the pre-survey included:
1. How do you feel about reading during guided and silent reading?
2. On a scale 1 to 4 how do you feel about reading overall?
3. Do you prefer to read books from home versus the books that are
provided at school?
4. What you would like to see in our classroom during reading time?
5. What books interests you the most?
She later met with them one-on-one to take down oral dictation, which was done due to students’
struggles with writing. Here are responses made by students during initial survey; all range in
reading abilities.
● Josh (6th): “I like to read ok. I get bored easy. Really easy if the book isn’t interesting.
On a scale I am a 1 ½ because I don’t like sitting there looking at a book. I rather read
stuff I have at home I guess. I have books on art and animals. I wish we had more of
those. In here books are so kid like because we can’t read well. Oh and I wish we had
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●
●
●
●
books on cars and the military! I wish in our classroom we could spread out in the floor
and get out of our hard chair and maybe not even read an actual book and find stuff on
the Internet.” Josh is reading instructionally at a late 2nd grade level.
Anika (6th): “I like to read in general so I enjoy reading with you and by myself. Right
now I really like reading Twilight because I watched the movie and now I get to read it. I
like that during silent reading you let us pick from your books to read. On a scale I would
be a 3 because I don’t always like to read home. I would rather be outside if I could. I
like to read Arthur books, historical (Black History), and mystery stuff. While we read I
wish we had bean-bags to sit in.” Anika is the highest reader in Candace’s class, reading
instructionally at a late 4th grade level.
Nathan (7th): “I would rather clean the toilet than have to read (actual statement)! I am
not even a 1 when it comes to reading at school because nothing here is what I like and
it’s too childish for me. I have magazines at home that like to read on motor-cross,
hunting, and military stuff. Reading might be better if we had some stuff like this. But I
will say that I like the Twilight book more than anything we have read so far. It’s
definitely better than the Magic Tree House. Can we read stuff on the small laptops on
the internet?” Nathan is reading instructionally at a late 1st grade to early 2nd grade.
Chelsea (6th): “Reading is something I used to enjoy; not so much anymore. I wouldn’t
choose that over my PS3. The book we are reading as a class now is starting to get
boring. I guess that’s because I have read it before and watched the movie. I have a hard
sitting there and staying focused. I would say I am a 2 ½ on that scale thingy. I like to
read Harry Potter, Henry and Mudge, any animal books, and mystery. During reading
time I want to be anywhere but the chair.” Chelsea is reading instructionally at late 3rd
grade.
Summer (7th): “I enjoy reading any time. Even though I have read Twilight before I am
still picking up on parts I had missed before. I like reading. I am a 4. I get to go to
Barnes and Noble all the time. I like more of my books at home because I like more
gaming and comic style books. I wish we had some Dragonball-Z and Warrior books
(about cats-fantasy) in the classroom and school library.” Summer is reading
instructionally at 3rd grade.
These dictations were completed so Candace could gain a deeper insight into student reading
interests. At the end of the four weeks, both the teacher made survey (post questions) and
Garfield Survey were given again so deeper comparisons on reading motivation from beginning
to end.
Rachel administered a reading interest survey that included similar open-ended questions
to her entire class for more detailed information on texts being read in the classroom. This survey
gave further insight into choices (based on a rating scale) and interest for each student. Also, a
parent reading survey was sent home in order to gain insight into how parents felt about their
child’s accomplishments/progress in reading, along with a request of suggestions for book
choices that could be added to our classroom library. I wanted to incorporate text they had seen
their child interested in at home. Both of these surveys showed the following:

Students did not enjoy reading aloud in class, and prefer books with pictures to
chapter books.
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
Students’ topics of interest for reading include: animals, realistic fiction, humor
and graphic novels.

Parents found most students do not like to read at home and many have to be
forced to read for homework.

Parents major concerns for their child: Why they do not enjoying reading for
pleasure? Why does my child not choose texts that interest and hold their
attention?
After calculating scores from the surveys, we then began our intervention process. Each
week consisted of book talks, independent reading of choice text and individual/peer conferences
discussing these choice reads. In helping target attention in Candace’s class she provided Pilate
balls for students to sit on throughout instruction. The first strategy used during our intervention
process was book talks that incorporated a social aspect of reading and peer recommendations
for choice books. Our hope was these book talks would allow students to share and give
opinions of choice text. Through peer recommendations, we hoped students would be motivated
to read independently because they were getting ideas from students their own age and would not
feel “forced” to read a text. These book talks were modeled by the teacher during the first week
with “teacher favorite” texts. The model included sharing information about why the book was
chosen, what was the best part of the story, and why someone else should read the book. We
also made sure the genre and level were shared for students who wanted to check out the book in
the library or class library. Also, we discussed the importance of student questions for the reader
so they could learn more about the text in this short amount of time. After the first week,
students were allowed to sign up for daily book talks, with a maximum of two book talks per day
at the end of class.
Through our second intervention, a set silent reading time each day, our hope was to
increase reading motivation based on student interest. The key component during this time was
allowing freedom of book choice. Candace’s class used both independent reading and readalouds due to low level reading ability and need for age appropriate text. All read-aloud were
based off of students listening comprehension levels. In order to find those age appropriate texts
many sources online were used. Students used the mini Dell laptops to read sources online.
Also, in helping target attention, Pilate balls were distributed for students so they could sit on
during reading instruction. Rachel’s class used silent reading time to read choice texts from the
library or classroom based on independent reading level. Many students chose to read the same
text as another student, so they could peer conference about the book after reading. Students also
participated in grade level read-alouds of student choice text. Both Candace and Rachel
discussed the importance of this independent reading time with students, and how this was their
time to get “lost” in a great book. This time was incorporated into our daily guided reading
instruction where 15-20 minutes were set aside, and we made notes of students reading behavior
throughout the week on note-cards.
The last strategy we incorporated was to conference individually with students about their
book choices. These conferences would allow us to see the interest of students due to their
choice selections, as well as their excitement to share and discuss reading choices with others.
Reading conferences took place each week on Thursday and Friday during reading instruction.
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If students were not able to meet with the teacher on a given day, they were allowed to
participate in peer conferences where they could discuss their book choices and reading
experience. During conferences, notes were taken on observations and discussions with the
student. We were looking for three main areas of interest during our student conferences:
attitude/mood toward reading choice, ability to share information about the book, and excitement
about sharing text. Based on the students’ reaction to texts, we rated the students enthusiasm for
the three areas on a rating scale of 1 through 4, which closely resembles the Garfield Survey.
This quick score would give us data similar to our pre-assessment to see if student motivation
had increased. Questions were also asked about the text during each conference:
○ What was your favorite part?
○ Why did you choose this book?
○ Would you recommend it to someone else, why or why not?
○ Is there anything you, as a reader, would like to share?
We made notes of students’ responses to our questions in order to better analyze student
motivation per individual.
The chart below shows an example of Candace’s routine of intervention procedures
throughout the weeks, since it varied somewhat from our main plan (due to far below level
readers).
Week 1
Week 2
Week 3
Week 4
Monday
Tuesday
Wednesday
Garfield
Survey
Interest
Survey
Assign Pilate balls; refresh
memories of book talks and
using online text; conduct
book talk with Twilight
(class reading)
Guided reading: Twilightwhole group book talk; Silent
reading: online source
www.storylineonline.net;
peer collaboration-students
get to share text and read
book with peer
Conference Guided reading: TwilightGuided reading: Twilightwith
whole group book talk;
whole group book talk; Silent
students
Silent reading:
reading: choice of readingabout
online source
books, magazines, texts
interest
www.worldbookonline.com; online; write about reading
survey
peer collaboration (share
selection; peer collaboration
with 2); write about reading
selection
Read-aloud Guided reading: same as
Guided reading: Twilightteacher
previous day; Silent
whole group book talk; Silent
text; model Reading: continue working
Reading: online source
book talk
with website from day
http://en.childrenslibrary.org/
before; peer collaboration
-refresh memories on how to
level texts; peer collaboration
Guided reading:
Twilight-whole
group book talk;
Silent reading:
free choice
(magazines,
online, books)
Guided reading:
Twilight-whole
group book talk;
Silent reading:
free choice
(magazines,
online, books)
Guided reading:
Twilight-whole
group book talk;
Silent reading:
free choice
(magazines,
online, books)
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Thursday
Introduce
texts online
using
laptops
Guided reading: same as
previous day; Silent
Reading: give option to read
book, magazine, or on
laptop; students write about
reading; teacher conference
with students
Guided reading: Twilightwhole group book talk; Silent
Reading: online source
http://en.childrenslibrary.org/;
write about selections read;
student-teacher conferencing
Friday
Continue
exploring
texts online
with
laptops
Silent Reading: free choice;
Continue conferencing with
students ; students not
meeting with teachers must
discuss selection with peers
Silent reading: free choice
from the three online sources;
teacher-student conferencing;
others meet with peers
Guided reading:
Twilight-whole
group book talk;
Silent reading:
free choice
(magazines,
online, books);
conferencing
with students
about texts;
administer post
Garfield Survey
Silent Reading:
free choice;
administer post
interest survey;
continue
conferencing
Data Collection
Reading Surveys
We collected and organized our data in several different ways. First we gathered results
for our Garfield Survey, as well as our individually made surveys. The Garfield Survey served
as our baseline data since we administered a pre and post survey. After administering the
surveys and tabulating results, we share our information for each student in a spreadsheet
through GoogleDocs. We could then add information anytime, while the other viewed our
ongoing data collection. When looking at our pre-test data, we found our students had lower
recreational scores than academic reading scores. We decided to use this information and an
average of data from recreational, academic and total reading scores from our classes so that the
data could be easily read and analyzed to find class reading motivation as a whole.
Book Talks
When looking over our observation note-cards, we wanted to find words or references
that were common among our wide spectrum of student levels. By finding terms and
observations that are common among students, we would better be able to find motivating
factors for reading success. We decided to add words to our Wordle that were seen in our notecards three or more times. If these words were found three or more times on note-cards, we
could assume they were motivating for several students.
Independent Reading and Individual Conferences
To get an idea of what books students were choosing to read we conducted informal
observations and student-teacher conferences. During silent reading notes were taken on note-
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cards. Candace later transferred observation onto a chart. The color codes used were red (not
engaged), yellow (partially engaged), and green (fully engaged)-see Table (Reading Observation
Chart). When conferencing we examined specific areas of interest: attitude/mood toward
reading choice, ability to share information about the book, and excitement about sharing text.
The students’ reactions to texts were rated on a scale of 1 through 4. The scale ratings include:
1-uninterested in book, lacked detailed information about book, and lacked excitement in
sharing, 2-partially interested in book, gave minimal details, showed minimal excitement; 3moderately interested in book, gave 3 or more details, showed moderate excitement; 4-interested
in book, gave many details, showed excitement. At the end of our research we administered post
surveys, which included the Garfield Survey and our own post questions.
Data Analysis
After our data collection, we were able to combine our data from two very different
classrooms to come up with study conclusions. Our results as a whole were very positive and we
feel our interventions made a great difference in both of our diverse classrooms.
Garfield Survey
Below are Graph 1 (Pre-assessment) and Graph 2 (Post-assessment) of our students’
average scores in each of areas of the Garfield Survey. There was a slight increase from pre to
post- assessment in the recreational area for both Candace and Rachel’s classrooms. Since there
were only four weeks between pre/post assessments, we feel this jump could have been even
further increased with more intervention time. There was little change in our academic area, due
to the fact we were focusing on independent/recreational reading, not academic reading. We also
noticed a slight change in our average total scores for students, due to the fact that our
recreational reading had increased for most students. We did not notice a difference in scores
between girls and boys, which we found interesting that both made the same amount of growth.
Pre-Assessment Average Results on Garfield Survey (Graph 1)
13
Post-Assessment Average Results on Garfield Survey (Graph 2)
Candace’s Focus Group Garfield Survey
14
According to Candace’s focus group graph, Nathan continued to stay stagnate throughout
the four week span, yet Josh and Chelsea made growth. When analyzing this graph’s post data
we feel this survey does not show his true growth in motivation. Candace feels this student has
made growth in his attitude toward reading and motivation to read based on his scores that were
charted from his individual responses. Candace knows he did make major gains throughout,
although this graph does not show a change in reading attitude. This was another great reason
Candace gained more insight from observations, conferences and her teacher-made surveys.
Josh and Chelsea made huge gains in their attitude toward recreational reading, which thus
improved their total score.
Rachel’s Focus Group Garfield Survey
According to Rachel’s focus group graph, each focus student made slight growth in
reading motivation scores. Rachel believes most of this growth was due to all three students
enjoying the book talks and peer recommedations of text. She believes that a huge growth in
reading attitude was not shown from this survey due to the fact that we had such a short amount
of time for interventions and that many days were interrupted by testing. Both CH and FJ were
particularly moved by the graphic novels others were reading and nonfictions texts on wars and
animals. JJ was very eager to share with her peers and teacher throughout the weeks, due to the
fact that she loves to be social. Rachel believes this helped her to increase her enjoyment of
texts.
Book Talk Results
To analyze our book talk results, we made note-cards of observations (students and whole
class) from each talk and found commonalities to enter into a Wordle. When we began to
combine information from our notecards, we made a tally chart of words that we found the most
often in our observations. Any words that were discussed or written on notecards three or more
times were added to our Wordle. We found that both the middle school students and 4th grade
students gravitated to books with humor, graphics, and relationships. We also noticed a common
15
thread of nonfiction for boys, and realistic fiction for girls. Our most frequently observed notes
were the words engaged and interest.
Results of Independent Reading/Individual Reading Conferences
Informal observations were conducted while students were reading silently and during
conferences, either with the teacher or their peers. We both conducted weekly observations on
students during silent reading, but placed more focused on less motivated/attention span students.
The chart below details behaviors seen from our focus groups during independent reading time.
We chose to color code this chart, so it was easier to analyze. You see that most of the students
start off with the color red, but ultimately end on green. When deciding on the code colors, a
traffic light came to mind. For example, the color red means stop on the traffic light and on the
chart red means students were not engaged and they are at a stop.
Nathan
MARCH 28
APRIL 4
APRIL 11
APRIL 18
reading on laptop;
selection about
guns; sitting on
bean-bag chair;
pretending to read
rolling on Pilates
ball, listening to
Twilight, following
along in book
Pilates ball; reading laying
a
down in floor
dirt-bike magazine with
with laptop; reading
teacher assistant-hadabout
to military guns
redirect attention; on
excited to share withworldbooksonline;
others
writes down the
names of the newly
learned ones
16
CH
FJ
JJ
Chelsea
allowed her to read
at a table with
everyone else; at
first trying to talk;
got up 2 times
within 30 minutes;
reading mystery
book
read-aloud is
Twilight; sat on
Pilates ball some
and laid in floor;
did not talk;
participated during
book talk
reading on lap
top; sitting on
Pilates; bouncing
slightly; reading
Harry the Dirty
Dog from
storyalive; reads
it through twice
sitting on Pilates
ball; reading on
lap top about
dolphins; elbow
on table and head
in hands; never
once calls out
Josh
Pilates ball; talking
to neighbor;
reading on laptop
about basketballKobe Bryant;
teacher helped to
read
read-aloud is
Twilight; head
down on table;
moving to and
from floor;
bouncing on the
Pilates; randomly
kicked; could not
participate during
book talk due to
not know what
when on during
reading
Pilates ball;
reading a martial
arts book; while
reading he tries
doing some of
the moves which
distracts the
others; he is
called down
many times
sitting on bean
bag reading a
world book of
records; excited to
show every
picture; gets up
often; talks a lot
during book talk
March 28
Read silently only
leaving seat once
to pick up fallen
pencil
Interrupted
someone else’s
reading
twice(given two
warnings)/
unfocused on
book choice
Read silently,
talked to a peer
nearby twice—
given a warning
April 4
Read graphic
novel and turned
around once to
discuss with
another student
Read silently
nonfiction text
and participated
in peer
conference
April 11
Read new
graphic novel
and participated
in book talk
April 18
Reading graphic
novel and
participated in
peer conference
Read nonfiction
text on civil war
(class topic),
very interested
Gave book talk
on civil war text,
read silently
WWII book
Read silently,
talked to a peer
nearby twice
Read silently
and participated
in peer
conference
Reading realistic
fiction novel that
she is very
engaged in, gave
great detail
during book talk
The next component that goes hand in hand with our informal observations is studentteacher conferences or student-peer conferences. Students were asked to share information about
their text and tell about their enjoyment of the text during these conferences. Students were
scored on a scale 1-4 for responses. We found this time was students’ most favorite piece of the
intervention puzzle. It was their time to shine and share with the teacher one-on-one. As you can
17
see in both tables, Candace and Rachel’s focus group made great progress from beginning to
end.
Scale:
1-uninterested in book, lacked detailed information about book, and lacked excitement in sharing
2-partially interested in book, gave minimal details, showed minimal excitement
3-moderately interested in book, gave 3 or more details, showed moderate excitement
4-interested in book, gave many details, showed excitement
Candace’s Focus Group: Conference
3/25
4/1
4/8
4/15
Nathan
1
2
2
3
Chelsea
2
3
3
4
Josh
1
2
2
4
Rachel’s Focus Group: Conference
CH
3/25
2
4/1
2
4/8
3
4/15
3
FJ
2
3
3
4
JJ
2
3
4
4
Our focus groups were not the only ones who increased responses from low (1’s and 2’s)
to high engagement and positive attitude responses (3’s and 4’s). Everyone in both classes were
able to increase their responses and engagement with text. Most students said they rather have a
choice to pick what they read during silent reading, many saying because it made it easier to
read. For Candace’s students, 1 out 12 said they do not care what they read; they would enjoy it
no matter what. Students in both classes asked for individual reading time more often and asked
to share with peers each day. All of our conferences showed that choice material made a huge
difference in engagement with text and motivation to discuss text with others. Students increased
excitement and engagement of responses toward text by week 4, mostly based on choice
selections that were catered to their interests. Students enjoyed text with humor, graphic novels,
and nonfiction topics. After week four, we decided to ask some post intervention questions to
gain further insight into the change in students’ attitude toward reading:
1. How do you feel about silent reading?
2. On a scale 1 to 4 how do you feel about reading now that new things have been added
during our reading time?
3. Have you changed as a reader? How?
18
4. Did you enjoy choosing what you read?
5. What have you enjoyed most about reading over the past weeks?
Dictations taken of Focus Group:
Nathan
Chelsea Josh
CH
FJ
JJ
1. How do you
feel about silent
reading?
I like this
better than
when we
have to read
as a class
because I
pick what I
want.
I like it
even
more
than
before.
Coolest
thing we do
in the
classroom
now. I love
reading
from the
laptops!
I like it
better now
that we get
to talk to
people and
share with
you.
Its better
because I
get to pick
books that
my friends
like and
talk to them
about my
books.
I like it! I
want to read
a lot so I
can tell you
and my
friends
about it.
2. On a scale 1-4,
how do you feel
about reading
now that new
ideas have been
added during our
reading time?
A 2.5
because I did
not like
having to
skip days
reading.
I’m
giving
me a 4.
A 3, easy!
3 because
I’m reading
more.
3 because I
have more
time to read
what I want
to read.
4 because
the book
talks are fun
and I like to
share with
everyone.
3. Have you
changed as a
reader? How?
I still
wouldn’t
choose to do
it over riding
my dirt bike.
At school I
won’t argue
about having
to do it
anymore.
Yeah
because
after this
stuff I
want to
read
more.
Uh, yeah
because for
once I
didn’t want
to talk to
people
while I was
trying to
read or
listen to a
story.
I like to
read a little
bit more
because I
can share it
with my
friends
more.
I’m a better
reader
because I
get to pick
good books
and my
friends let
me read
theirs too.
I like to
4. Do you enjoy
choosing what
you read?
Yep that was
the best part!
Yeah
because I
get to
make the
decision.
Yes,because
what I read
should be
about what
I want to
learn about
Yes its
more fun.
Yes
because I
want to
choose cool
stuff.
Yes because
I make
good
choices.
5. What have you
enjoyed most
about reading
over the past
weeks?
I liked
picking my
own book,
talking with
you and my
buddies. I
know every
guy I told
about the
military
Talking
with
everyone
and
sitting on
the balls.
I would
get
sucked
into what
The laptops,
talking with
friends, and
the ball
I like the
book talks
and telling
people
about my
choices
I like when
people tell
me about
their books
because
sometimes
I’ve never
seen that
book
before.
.I like
talking to
you and my
friends
about my
good books.
read more
because my
friends like
me to tell
them what
books are
good.
19
guns article
that I read
on the
laptops
wanted to
read about it.
I was
reading
and at
times I
would
stop and
find
myself
just
bouncing
away.
From this focus group chart of post-question answers, you will see that students responded
positively to the changes in reading instruction. These interventions were simple to implement,
but did make a huge difference in attitude and responses toward reading independently.
General Results
Based on all of the data collected from both of our classrooms, we were able to make some
general statements about the change in reading motivation in our classrooms. We found that
students had an increased desire to read independently and asked for silent reading time daily.
When student came in the room, they wanted to know if they would have time to read their
choice texts so that they could later sign up to share the book through a book talk. The book
talks and conferences made a huge difference in socially affecting reading motivation change.
Since we both teach upper level students, we knew these opportunities would help to increase
reading motivation because they are so interested in their peers choices. They took the book talks
very seriously and made sure they were prepared to “sell” their book to their peers.
We also noticed overall students’ eagerness to read gradually increased over data collection
period and observed attention span increased. Most students were in the 3 to 4 response range
during our last week of individual conferences. Through student conferences, comprehension
skills were elevated by increased participation with peers and teacher based on their books. They
knew they had to be prepared to answer questions about their text and reasons for choosing the
book they did. This intrinsic motivation helped students to become “lost” in text during reading
time.
Our students all thoroughly enjoyed one-on-one conferencing with teacher and peers in order
to express their interpretation of the text. Our students are very social, and felt more accountable
for their reading process when they knew they could share the text with others. Students
continually asked to share their text with the teacher, even on non-conference days.
Discussion
Based on our continued discussion and reflection throughout this research project, we
found many ways to apply the information for future classrooms. During our online and
collaborative pre-research, we found many reading motivation strategies that would be useful
20
and simple to infuse into our diverse classroom environments. We hoped to share these ideas
and understandings with colleagues and graduate peers so they could be applied easily into all
classrooms.
Through research, we found that giving students the freedom of choice on what they read
was (and still is) the key source in gaining reading motivation. Our data shows that students
have increased their desire to read and eagerness to participate in reading activities over the
course of our 4-week intervention. If students are given an option to read the text they choose
they will be more engaged in their reading. The interventions that have been provided are
positive changes affecting life-long dislike of reading. In both classrooms we saw a quick
transition of attitude based on interventions. This is often hard to change, especially for students
in middle school that have struggled with reading since a young age. We were very surprised at
their eagerness to try something new and embrace the opportunity to share their text with peers.
Throughout the duration of our data collection we saw a quick change of student attitude and
eagerness to read independently when implementing our strategies. Also, the Pilate balls in
Candace’s classroom were, and continue to be, a huge success for those students who struggle to
pay attention. The Pilate balls are now used throughout all instruction.
We feel as though the book talks and individual conferences have been vital to gaining
interest and involvement in reading. Through book talks and peer collaboration students were
able to gain helpful insight about books. The book talks helped students to build excitement and
engagement, which were ultimately motivated by peer selections. This collaboration is vital in
Candace’s classroom. Many times special needs students have trouble engaging in discussion
and being able to continue the conversation. Also, the girls and boys typically do not choose to
talk with each other. But, through book talks this group of students was mingling freely back
and forth having in depth discussions about books they were reading. In Rachel’s classroom,
students have become very social due to their developmental age. By giving students an
opportunity to talk and walk about the room to discuss texts, students were much more likely to
be engaged in their text. Lastly, students really enjoyed having student-teacher conferences.
Through student conferences, comprehension skills were elevated by increased participation with
peers and teacher. Students thoroughly enjoyed one-on-one conferencing with teacher and peers
in order to express their interpretation of the text. Students at all ages crave attention from their
peers and teachers, so these interventions made each student feel as if they were a valuable piece
of our reading instruction.
In the end books of our intervention process, books had consistently begun to fly off our
shelves! It was remarkable to see your students begging you to read during class time and to see
how disappointed they would become if reading time ran out. We had high hopes for our
interventions, but they did pass our expectations. We did not find any students who were not in
some way motivated by the changes we had made to our classroom, some were more than others,
but we felt if we had more time complete our study we might see more of a change for all
students. Due to many interruptions, testing and end of year activities, we felt that our changes
could have even further improved attitude and reading success.
Future Direction
21
As a result of our research project, we plan to implement an independent reading center
using choice as part of our daily-guided reading program. This will be introduced at the
beginning of the year and continued throughout the year. Students will be required to set goals
for themselves as readers. These goals will be revisited every nine weeks where they can be
revised if necessary. All goals they set must be reasonable and reachable goals. This
independent reading time with choice texts will help to keep students motivated to continue their
reading at home.
We would like to continue the use of our individual reading conferences. So often,
teachers cut out these conferences due to time constraints and need to carry through the
curriculum. We feel these conferences are too important to force out during reading instruction.
They gave us powerful insight into individual students needs and interests, and helped us to gain
a special relationship of trust with each student. We would like to create a rotation and checklist
for future classrooms so that we can make sure each student gets one-on-one time and we have
questions to keep the conversation going.
We would also like to continue to implement weekly book talks as a reading strategy to
build enthusiasm throughout the year and in future years. These talks proved to be a valuable
resource for students to self-motivate and motivate their peers through recommendation of book
choices. This also provides a great model of successful readers. We also want to be sure that we
use our knowledge gained from parent/student interest surveys at beginning of year to aid book
interests/reading backgrounds. These surveys will help us to further our use of student choice
ideas for locating books of high interest/low level. They will also help us to build our classroom
library and locate resources that will engage students.
Another area of future interest is to study other techniques for students who have
attention/motivation issues. Many teachers at Candace’s middle school have shown interest in
our research ever since seeing a classroom full of Pilate balls. Also, Candace is on a Struggling
Readers Committee at work where she will share her results with other peers so that they too
may help students rediscover reader motivation. Rachel wants to make sure there is more time
for movement and social partnerships in her classroom so that students have a chance to use their
energy efficiently. We hope to help to eliminate or control these behaviors so that students are
able to focus on their enjoyment of reading.
Our research has proven that the constant search for resources, ideas, tools, and
collaboration of teacher and student is the best way to improve the classroom environment. We
hope to continue to use this research model, and our current interventions, to help all level
readers to improve and become successful.
22
References
Barber, S., Franks, S., Madda, F., & Rodriguez, A. (2002). Increasing Student Motivation To
Improve Reading Performance.
Borgia, L., & Owles, C. (Summer2010). Creating Engaged Readers. Illinois Reading Council
Journal, 38(3), 43-48.
Brewster, C., Fager, J., & Laboratory, N. R. E. (2000). Increasing student engagement and
motivation: From time-on-task to homework. Northwest Regional Educational Laboratory.
Capen, R. (Fall2010). The Role of the Teacher and Classroom Environment in Reading
Motivation. Illinois Reading Council Journal, 38(4), 20-25.
Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. The
Reading Teacher, 50(1), 14–25.
Gustafson, C., Baxter, K. A., Kochel, M. A., & Kenney, B. (2007). Reading Motivation Through
Competition: Boys as Readers. Year: 2007, 269.
Guthrie, J. T., Wigfield, A., Humenick, N. M., Perencevich, K. C., Taboada, A., & Barbosa, P.
(2006). Influences of Stimulating Tasks on Reading Motivation and Comprehension. Journal
of Educational Research, 99(4), 232-245.
Reading Rockets: Reading Motivation: What the Research Says. (n.d.). . Retrieved April 11,
2011, from http://www.readingrockets.org/article/29624
Online Resources for Read Aloud
www.worldbookonline.com
www.storylineonline.net
http://en.childrenslibrary.org/