Motivating Students in Reading
Effective Strategies for Getting Today's Students Reading Again
Oct 5, 2009
Reading has become a fundamental issue in classrooms for some time, and more than ever since the implementation of the Florida Comprehensive Assessment Test (FCAT) in 1998. Since the start of the FCAT, accountability has become the main concern for teachers, particularly because students reading scores are very low, in part due to the excessive usage of video games, cellular phones and television.
According to Fielding, Kerr, & Rosier, authors of Annual Growth for all Students, Catch-up Growth for Those who are Behind [The New Foundation Press, Inc., 2007], “In the United States, public schools deliver 85% or more of their curriculum by reading textbooks, whiteboards, worksheets, and computer screens. It matters little what else they learn in elementary school if they do not learn to read at grade level. Even math depends on reading."
Many teachers are often found asking themselves: How can I motivate my students to read? This becomes a bigger issue when the students are labeled “At-Risk” or at risk for failing academically for one or more reasons, academically behind in two or more grade levels, or who are at risk for dropping out of school.
Get Excited About Reading
When motivating students, especially those who have been labeled “At-Risk”, presentation and attitude on the teacher’s part is key. Students are aware when a teacher is sincerely excited about a lesson or not. In turn, the way a teacher feels about reading will be reflected on how he/she conveys it to their students.
Educators should be excited and enthusiastic when presenting the concepts and ideas of reading as well as new books or other learning material. Teachers should also take the time to explain to students why reading is important and how being a good reader can benefit them in their daily lives.
Make Reading Accessible
Teachers must to make reading accessible to the students. Every classroom needs an area dedicated to books and the enjoyment of reading. This area must be accessible and inviting. Books should be placed in a manner so that the students can see the face of the book and the reading area should be considered a gathering place for students. Students are more likely to congregate around the books if there are items such as a rug, table, chairs, or bean bags placed in the area. Teachers must also allow students to choose their own reading material as opposed to instructing them on what to read.
Offering Incentives to Readers
Finally, teachers need to offer incentives to the students in order to get them to begin the initial process of reading. Incentives can include but are no way limited to class parties, extra credit, free time, or anything else they might be interested in. Contests, school events that focus on reading may also work well in getting a low-end reader to practice.
It is through that first motivation that all other aspects of reading will come into play. Once students understand the reasons for reading and get the initial push they need, they will read and in turn improve their capabilities. Once students begin to see their progress, they will gain confidence in their capabilities and that will be motivation for further improvement in reading.
Fielding, L., Kerr, N., & Rosier, P. Annual Growth for all Students, Catch-up Growth for Those who are Behind. Kennewick, WA: The New Foundation Press, Inc. 2007.
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