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Running head: TEXT SELECTIONS, WRITING AND ADOLSCENT MOTIVATION
Can Student Choice of Text Enhance Reading Motivation?
Can Reading Motivation Be Enhanced By Associated Writing Activities?
Austin Peay State University
In Partial Fulfillment of the Requirements for RDG 5860
Fall 2012
Dr. Benita Bruster
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Abstract
Adolescent literacy rates are declining while demands for highly literate adults are rising.
This widening gap gives rise to the question of how to motivate adolescents to read more.
Would offering students a choice of diverse text selections affect motivation? Do
associated tasks, such as writing enhance motivation to read? This Action Research
study investigates the two factors (choice and writing) that may engage adolescent
readers. Much of the previous research indicates that diversity of text, choice,
availability, and purpose of reading generates more interest and engagement in reading.
Surveys and interviews of students will give evidence of whether choice of text and
activities associated with reading, namely writing, motivate adolescents to read more.
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Background and context
Adolescent literacy rates are declining nationally while literacy demands are
dramatically increasing. According to the Alliance for Excellent Education (2006),
almost seven thousand students drop out of high school every day mostly because they do
not possess the literacy skills required to keep up with the increasingly complex high
school curriculum (Kamil, 2003; Snow & Biancarosa, 2003). According to National
Assessment of Educational Progress, it is estimated that almost 70 percent of students
struggle with reading in some capacity. Added to this problem is the declining interest in
reading for adolescents in middle and high school. Habits and attitudes of adolescents
toward reading deteriorate even for competent readers as they progress through middle
school (McKenna, Kear, & Ellsworth, 1995).
Generally, as stated earlier, reading motivation declines as students progress
through school and enter adolescence. Specifically, 50% of the prospective research
participants in this study are below proficient reading levels, which gives the presumption
that they are not reading as much as needed to become proficient readers
Purpose Statement
The purpose of this study is twofold: to examine the effects of student choice of
reading materials and related writing activities on student motivation to read.
Research Questions
What effect will offering students choice of their texts have on their motivation to
read? What effect will writing activities related to text have on reading motivation?
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Hypothesis
Student choice of text will have a positive effect on reading motivation. Writing
activities associated with students’ reading will have a positive effect on reading
motivation.
Importance of the Study
The study will help identify effective strategies for motivating reading in middle
grade students.
Definition of Terms
Book club—An informal group of students who are reading the same book and
meet for discussion.
Literature Review
Motivation, as suggested by Albert Bandura and colleagues (1996) is the result of
an individual’s self-efficacy as it relates to a task, which drives choices and effort put
forth in the face of difficulty. If a person possesses belief in their own abilities or others
believe in their abilities, they are more willing to try challenging tasks, be motivated, or
engaged in that activity (Gambrell & Marinak, 2009). Motivation can also be described
as a force of interest. It involves “the focused allocation of extra attention, leading to
deeper processing, better comprehension, and longer recall” (Ebbers, 2011).
From this
perspective, this focused allocation of extra attention, deeper processing and better
comprehension fits well into the processes of reading engagement.
Reading engagement is strongly influenced by motivation (Wentzel, 1996).
a prime component of engagement in reading (Colker, 2006). One of the leading
researchers of reading motivation describes highly motivated readers as those who
It is
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“generate their own literacy learning opportunities, and, in doing so, they begin to
determine their own destiny as literacy learners” (Guthrie, 2000, p. 341). One of the five
key recommendations for improving adolescent literacy by researchers is motivation
(Kamil, Borman, Dole, Kral, Salinger & Torgesen, 2008). Engaged or motivated readers
tend to be more strategic, higher achieving, enjoy reading and learning, and possess
greater self-efficacy.
Choice of text is widely acknowledged as a factor in increasing motivation to
read. Allowing choice in reading materials increases the likelihood of students engaging
in reading (Worthy and McKool, 1996).
According to Worthy (1999), even competent,
although reluctant adolescent readers, are more motivated to read given time and access
to personally engaging materials. Good reading materials were found to be the greatest
factor in student motivation to read (Ivey & Broaddus 2001). However, just choice of
text may not be enough to motivate readers.
A study of motivational factors for reading in male adolescents found a variety of
interesting and worthy texts (genre, level, type, etc.) must be available to motivate and
engage students (Fisher & Frey, 2012). Interestingly, these researchers found students
were more engaged when their teachers presented an essential question that the students
were to answer in an essay at the end of the grading period.
Choice of text with
purposeful reading was found to do be more motivated than just an attached assignment
(i.e. comprehension questions that could be answered by skimming or search the
internet). This study found that choice from a diverse selection of text is a critical factor
in motivation, but it should be also accompanied by a purpose or connection to the
reader.
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The above-cited studies provide the rationale for my research particularly the
Fisher & Frey study (2012). The participants of that particular study were older (9th
grade) and presumably possessed more sophisticated thinking and writing skills than
early middle school students (5th grade). Will similar classroom situations motivate
younger students who are beginning the stage wherein literacy interest starts to wane and
writing demands are beginning to increase?
Methods and Research Design
Participants of the study will include 22 students of a 5th grade classroom
comprised of: 9 males, 12 females, 8 special educations, and 8 regular education. The
research will be conducted in the classroom, which is part of a rural middle school in the
northwest section of middle Tennessee. The class has a regular teacher and part-time
aide.
I will be visiting the class two-three days per week for 1.5-3 hours per session to
introduce books, teach reading and writing skills, and observe and monitor students in
book clubs and other reading activities such as silent reading and book selections.
Surveys, video equipment for interviews, spiral notebooks for responses and
writing, and sets of different reading materials (varied levels, genres, and types) will be
the required materials.
Procedures
Current motivation, attitudes and interests will be determined about reading and
writing through student surveys, observations, and interviews of both students and the
teacher.
To increase motivation through choice of text, book clubs, preceded by teacherled books talks introducing the books selections, will be established as a classroom
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routine every two-three weeks.
Book clubs will be a time for four or five students who
are reading the same book to talk and respond to the book.
For the writing connection, the following activities will be instituted:
 Read mentoring text for reading/writing activities weekly;
 Model how reading helps writing and vice versa (weekly); and,
 Use themes from books for writing prompts and responses (at end of
book club).
Following the approximate 10 weeks of students being offered a choice of texts
for reading and associated writing activities, a post attitude survey will again be
conducted for the whole class as well as interviews of selected students to determine if
attitudes and motivation has changed.
Both qualitative and quantitative data will be analyzed. The attitude surveys are
the Snoopy Reading Attitude Survey. Values are given to each response choice (e.g.
dancing Snoopy, 5; running Snoopy, 4; doghouse Snoopy, 3; head down on tree Snoopy
2; crying Snoopy 1). Interviews of six students (chosen by teacher to represent the
diversity of the class—high/low, sped/reg. ed., male/female) will be conducted to gather
data about attitudes toward reading and writing.
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References
Bandura, A., Barbaraneli, C., Caprar, G. V., & Pastorelli, C. (1996). Multifaceted impact
of self-efficacy beliefs on academic functioning. Child Development 67, 1206-1222.
Biancarosa, G., & Snow, C.E. (2006). Reading next--A vision for action and research in
middle and high school literacy: A report to Carnegie Corporation of New York.
Washington, DC: Alliance for Excellent Education.
Colker, L. (2007). When children read because they want to, not because they have to.
Retrieved on 1-26-12 from
http://www.education.com/reference/article/Ref_When_Children_Read/
Cope, B., & Kalantzis, M. (2006). Introduction: Multiliteracies: The beginnings of an
idea. In. B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the
design of social futures. (pp. 3-8). Melbourne, VIC, MacMillan.
Ebbers, S. (2011). How to generate interest so reading comprehension improves. Center
for Development and Learning. Retrieved on 3-26-12 from http://cdl.securedecommerce.net/resourcelibrary/pdf/How%20to%20Generate%20Interest%20So%20Reading%20Com
prehension%20Improves.pdf
Fisher, D., & Frey, N. (2012). Motivating boys to read: Inquiry, modeling and choice
matter. Journal of Adolescent & Adult Literacy 55(7), 587-596.
Gambrell, L. & Marinak, B. (2009). Reading Motivation: What the research says. All
About Adolescent Literacy. Retrieved on 2-29-12 from
http://www.adlit.org/article/29624
Guthrie, J. (2000). Engagement and motivation in reading. In M. Kamil & P. Mosenthal
(Eds.) Handbook of Reading Research: Vol. 3 (pp. 329-354). New York: Lawrence
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Ivey, G. & Broaddus, K. (2001). Just Plain Reading: A survey of what makes students
want to read in middle school classrooms. Reading Research Quarterly, 36,( 4),350377.
Kamil, M.L. (2003). Adolescents and literacy: Reading for the 21st century. Washington,
DC: Alliance for Excellent Education.
Kamil, M.L., Borman, G.D., Dole, J., Kral, C.C., Salinger, T., & Torgesen, Jr. (2008).
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McKenna, M.C., Kear, D.J., & Ellsworth, R.A. (1995). Children’s attitudes toward
reading: A national survey. Reading Research Quarterly, 30, 934-955.
National Reading Panel (2000). Teaching children to read: An evidence-based
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http://www.nationalreadingpanel.org/publications/summary.htm
Snow, C.E., & Biancarosa, G. (2003). Adolescent literacy and the achievement gap:
What do we know and here do we go from here? New York: Carnegie Corporation of
New York.
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Wentzel, K.R. (1996). Social and academic motivation in middle school: Concurrent
and long-term relations to academic effort. Journal of Early Adolescence, 16, 390406.
Worthy, J., & McKool, S. (1996). Students who say they hate to read: The importance of
opportunity, choice and access. In D.J. Leu, C.K. Kinzer & K.A. Hinchman (Eds.),
Literacies for the 21st century: Research and practice. 45th yearbook of the National
Reading Conference, (pp. 245-256). Chicago: National Reading Conference.
Worthy, J., Moorman, M., & Turner, M. (1999). What Johnny likes to read is hard to
find in school. Reading Research Quarterly, 34, 12-27.