LITERATURE REVIEW: INCREASING STUDENT MOTIVATION THROUGH OWNERSHIP
Literature Review: Increasing student motivation for reading through student ownership
Following the American Psychological Association’s Guidelines
Richard Bender
University of St. Mary
Leavenworth, KS
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LITERATURE REVIEW: INCREASING STUDENT MOTIVATION THROUGH OWNERSHIP
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Section I: The Issue
In my action research project, I will be determining whether or not student motivation for
reading will be increased if students are able to choose which materials are used for literacy
instruction. Davidson (as cited by Jones, 2012) states “studies suggest the students prefer
instructional methods supportive of their special interests and needs, and that when these are
implemented, students who have a history of somewhat low achievement can be very
successful.” As students are able to choose books and other materials that are personally
meaningful to them and of their particular interest, they will be much more motivated to give
their best efforts, focus, and make the task meaningful to themselves.
This issue is of particular interest to me because I have seen student motivation as an
issue in my own classroom. Particularly during reading, many of my students are considered “on
grade-level”, but don’t particularly seem to enjoy reading. I have tried a variety of methods to
increase their motivation, usually involving an extrinsic motivator, to no avail. In my research
project, I will be determining whether or not student motivation for reading will be increased if
students are able to choose which materials are used for literacy instruction.
Section II: Previous Research in the Issue
Grambell (as cited in Pitcher et al., 2007) developed a plan, called a Motivation to Read
Profile, to aid elementary teachers in assessing their student’s motivation to read. The profile was
based on individual reader surveys and student interviews. Grambell (1996) went on to state that
the survey actually assessed two different aspects of motivation: a student’s self-concept as a
reader and how much they valued reading. Pitcher(2007) refined Grambell’s Motivation to Read
Profile by including more questions about schoolwork that students found enjoyable, and what
students’ choose to read and write on their own.
LITERATURE REVIEW: INCREASING STUDENT MOTIVATION THROUGH OWNERSHIP
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Duit & Treagust (as cited by Fleming & Panizzon, 2010) states “ when interest occurs,
there is likely to be greater student engagement, generating intrinsic motivation that results in
immediate ownership driving the learning process. By giving students greater ownership over
their own learning, we open the doors for a multitude of intrinsically motivated learning to take
place.
Research by Lap & Wagner (2009) suggests, “students were intrinsically motivated to
read and participate in readings and subsequent discussions because their voices and interests
were driving the text selections and conversations.” In addition, Ivy & Broaduss (as cited by Lap
& Wagner, 2009) noted that students became less reluctant to read when they were able to
choose their own text.
Jolivette, Sticher, & McCormick (as cited by Jones & Jones, 2012) states “allow students
to make choices before, during, and after the instructional activity.” Before reading, students
may give input about text choice, reading location, & what they want to learn from the text.
During the activity, students could give input about the who they will work with, whom they
should go to for help, and what to do if they finish early. After reading ownership could include
the type of extension activity, when it will be turned in, possibly, even how the teacher will
assess their work: with a rubric, checklist, etc.
In addition to allowing students to give input on the types of books they want to read, I
will also allow students to also give input on the types of follow-up activities they engage in
before, during, & after reading; whether it be comprehension questions, writing extensions, or a
synthesis and evaluation activity.
Section III: Advocated Solutions
LITERATURE REVIEW: INCREASING STUDENT MOTIVATION THROUGH OWNERSHIP
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According to Jones & Jones (2012, p. 231), “As teachers, we can increase student
motivation and learning by using a wide range of strategies that directly incorporate students’
interests into the curriculum.” As students are able to choose books and other materials that are
meaningful and interesting to them, they will be motivated to give their best efforts, focus on
what they are learning objectives, and make the task personally meaningful to themselves. One
of my proposed interventions will be to allow my guided reading groups to choose what books
they want to read for small group instruction. At my building, we keep all of our instructional
materials in our resource room. Our guided reading books are organized by their reading level
based on the Fountas & Pinnell Assessment kit. During my reading group time on Fridays, I will
bring an assortment of books for each group to look through and choose to read for the upcoming
week. The assortment of books will be based on the learning objectives for that week. By
having a personal relationship with each one of my students, I will be able to better select books
that will appeal to the students for their choice.
Another proposed research strategy would be student surveys. These will be performed
before and after my research period. The survey will include questions related to their feelings
about how motivated they were about reading before they were able to contribute input, and after
they were able to contribute input.
I will model my survey after Grambell’s Motivation to Read Profile. However, where as
the Motivation to Read Profile included question sets focusing on both narrative text and
informational text, my survey will only focus on informational text. This adaptation is due to
that fact that at the time of my action research project, our instructional focus will be
informational text.
LITERATURE REVIEW: INCREASING STUDENT MOTIVATION THROUGH OWNERSHIP
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References
Fleming, K. & Panizzon, D. (2010) Facilitating students’ ownership of learning in
science by developing life-long learning skills. Teaching Science, Vol.56, No.3,
27-32.
Gambrell, L.B., Palmer, B.M., Codling, R.M., Mazzoni, S.A. (1996) Assessing
motivation to read. The Reading Teacher, Vol. 49, No.7, 518-533
Jones, V., & Jones, L. (2012). Comprehensive classroom management: Creating
communities of support and solving problems. (10th ed). Upper Saddle River, NJ:
Pearson.
Lapp, D. & Fisher, D. (2009) It’s all about the book, motivating teens to read. Journal of
Adolescent & Adult Literacy, Vol.52, No. 7, 556-561.
Pitcher, S., Albright, L., DeLaney, C., Walker, N., Seunarinesingh, K., Mogge, S., …,
Dunston, P. (2007) Assessing adolescents’ motivation to read. Journal of
Adolescent & Adult Literacy, Vol.50, No. 5, 378-396.