Motivating Students to Read
“Whenever faculty get together to talk about student writing or
critical thinking, they inevitably turn also to problems of
student reading.” (Bean, 1996, p. 133)
A workshop developed for
Bilkent University by
Gordon Suddaby
Reference: http://www.theideacenter.org/sites/default/files/Idea_Paper_40.pdf
Gordon Suddaby - g.t.suddaby@massey.ac.nz
The problem
 John Bean (1996), a generally optimistic voice, writes that,
“Many of today’s students are poor readers, overwhelmed by
the density of their college textbooks and baffled by the
strangeness and complexity of primary sources and by their
unfamiliarity with academic discourse” (p.133).
Reference: http://www.theideacenter.org/sites/default/files/Idea_Paper_40.pdf
Your experiences
 In groups, discuss the issue of reading as it affects you.
 Identify;
 the impact it has on your students learning
 The impact it has on your workload
 The impact it has on your disposition
 What you have tried to do about it
 What successes you have had
 What you would like to do
Reference:
http://www.theideacenter.org/sites/default/files/Idea_P
aper_40.pdf
Activity 14: Whose problem is it?
 Discuss in your group whose problem this is and why it is
their problem;
Reference:
http://www.theideacenter.org/sites/default/files/Idea_P
aper_40.pdf
The problem issue
 The Preparation Problem
 Student-focused interventions help e.g.
 Support the development of reading skills
 Ensuring reading is course related
 Teach students ‘how to read’ the materials
 The Compliance Problem
 Do students read the course assignments
 Do they know what they are reading for?
 Do students understand that reading contributes to success (and does it?)
 Does the course structure help or hinder?
 Do students know what reading is required, optional or for interest?
Reference:
http://www.theideacenter.org/sites/default/files/Idea_P
aper_40.pdf
An approach
 Review courses with respect to reading and reading
strategies
 Assess the assumptions made
 Assess the actual course
 Assess the audience
Reference:
http://www.theideacenter.org/sites/default/files/Idea_P
aper_40.pdf
Improving reading for learning
From Hobson, Idea paper #40
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Is the text really necessary?
“Less is more”
Aim the core material at the ‘marginally skilled’ readers
The syllabus is a teaching tool – use it
Explain the reading assignments relevance
Assign reading close to the use date
Shape class activity to encourage reading
Preview the reading
Use relevant engaging activities
Use class time
Test over reading material
Teach reading strategies overtly
Use Classroom assessment techniques
Get assistance where/when needed
Reference: http://www.theideacenter.org/sites/default/files/Idea_Paper_40.pdf
Bean’s Student Reading Problem/Solution List
Reference: http://www.theideacenter.org/sites/default/files/Idea_Paper_40.pdf
Conclusion
 If high levels of student reading compliance and, by
extension, high levels of reading comprehension, are
endpoints that truly matter, faculty must accept their role in
an inter-dependent process; they are the key agents in
making reading fundamental in making reading fundamental
in college.
Eric H. Hobson P.8
 It really is an issue of design and alignment and of
thinking about “what the student does”.
Reference:
http://www.theideacenter.org/sites/default/files/Idea_P
aper_40.pdf
Something to think about
Why is it that teaching by pouring in and
learning are so universally condemned, they
are still so entrenched in practice
John Dewey, 1916
Reference:
http://www.theideacenter.org/sites/default/files/Idea_P
aper_40.pdf
Your Expectations - reflections
 On the paper provided, please indicate your reason for attending this workshop.
 Also list up to 5 expectations that you have arising from your attendance;
On the paper you started at the beginning of the session
 Please comment on whether each of your expectations have been met
 Please comment on any aspects of the workshop you found really valuable
 Please comment on areas where the workshop/presentation can be improved
 Feel free to add any additional comments,
 NB this will be collected in at the end of the workshop, but will be anonymous
and will be used for my purposes of evaluation and improvement.
Thank you
Gordon Suddaby
Reference:
http://www.theideacenter.org/sites/default/files/Idea_P
aper_40.pdf