Motivation and Fluency Module Five Prepared by the Delaware Reading Cadre, 2001.

Motivation and Fluency

Module FivePrepared by the Delaware

Reading Cadre, 2001

Motivation & Fluency

• Understand how to improve student motivation

• Understand the importance of fluency when learning to read

Delaware Reading Cadre, 2001

Motivation is crucial to reading because motivation is what activates

behavior.

Motivation

Delaware Reading Cadre, 2001

Goal Orientations

The reason we do what we do:

Learning - Seek to improve their skills and accept new challenges in activities such as reading (Ames, 1992; Ames & Archer, 1998).

Performance (ego) - Attempt to outperform others and maximize favorable evaluations of their ability (Thorkildsen & Nicholls, 1998)

Delaware Reading Cadre, 2001

Fosters long-term engagement and learning.

Engaged readers are likely to have a learning orientation toward reading, seeking to improve their knowledge and conceptual understanding as they read.

Learning Goal Orientation

Delaware Reading Cadre, 2001

Intrinsic and Extrinsic Motivation

Delaware Reading Cadre, 2001

Intrinsic Motivation

Enjoyment of reading for its own sake.

Deci, 1992. Wigfield and Guthrie, 1997

Curiosity, involvement, preference for challenges.

Desire to learn and understand the world.

“Getting lost in a book.”

Delaware Reading Cadre, 2001

Desire to receive external recognition or reward,

Deci, Vallerand, Pelletier & Ryan, 1991; Meece & Miller, 1999,

Extrinsic incentives often lead students increasingly to become dependent on rewards and

recognition to energize their reading (Barrett & Boggiano, 1988).

Extrinsic Motivation

Delaware Reading Cadre, 2001

Self-Efficacy

People’s judgments of their capabilities to organize and execute types of performance (one’s own judgment)

Social Motivation 

Social motivation for reading is related to children’s interpersonal and community activities (other’s

judgment)(Bandura (1997)

And more motivation vocabulary ……

Delaware Reading Cadre, 2001

Reading motivation shifts over time.

Children’s competence, beliefs and values tend to decline across elementary school years.

Extrinsic motivation tends to increase as does their focus on performance goals.

Their competence and efficacy beliefs become more closely tied to indicators of performance.

Motivation to Read

Delaware Reading Cadre, 2001

Explanations for the motivation shift include:

1. Children are more aware of their own performance, more sophisticated at processing feedback they receive.

2. Instructional practices may contribute to a decline in some children’s motivation. Practices that focus on social comparison between children and promote competition can decrease motivation.

Motivation to Read

Delaware Reading Cadre, 2001

McKenna (1995) found younger children like to read more than older children. He attributed the change to change in classroom conditions. Children in his study moved from a self-contained, responsive classroom that honored students’ voices and no grades, to a teacher-centered environment in which students had fewer opportunities for self-express and little opportunity for negotiating with teachers about their learning. 

Motivation to Read

Delaware Reading Cadre, 2001

Teachers can promote motivation: Learning and Knowledge Goals Real-World Interactions Autonomy Support Interesting Texts for Instruction Use of Strategy Instruction   Collaboration and Social Discourse Praise and Rewards Evaluations Coherence of Instructional Processes

(McKenna, 1995)

Motivation to Read

Delaware Reading Cadre, 2001

Studies confirm the conventional wisdom that choice is motivating.

Motivation to Read

Choice is motivating because it gives the student control.

Delaware Reading Cadre, 2001

Fluency

Reading Smoothly, Without Hesitation and With

Comprehension

(Harris & Hodges, 1995).

Delaware Reading Cadre, 2001

Fluent readers can read text with Speed Accuracy Expression Comprehension

Fluency

Delaware Reading Cadre, 2001

Fluency

Although fluency depends upon well developed word recognition skills, such skills

do not inevitably lead to fluency.

Fluency is generally acknowledged as a critical component of skilled reading but is often

neglected in classroom instruction

Delaware Reading Cadre, 2001

While reading, a reader has only so much attention to focus on meaning.

(LaBerge & Samuels, 1974).

Fluency Theory

Delaware Reading Cadre, 2001

Fluency Theory

Working with 2nd graders, Dowhower (1987) found that oral reading, accuracy and comprehension improved significantly with repeated reading practice. Similar positive results have been found for 1st graders (Simons, 1992); for 2nd & 3rd graders (Stahl, 1994).

Delaware Reading Cadre, 2001

Help students gain reading fluency

• Teacher-modeling

• Repeated guided reading

(Handbook of Reading Research, 2000).

Fluency Theory

Delaware Reading Cadre, 2001

Word recognition accuracy is not the end point of reading instruction.

Fluency represents a level of expertise beyond word recognition accuracy.

Skilled readers read words accurately, rapidly and efficiently.

Children who do not develop reading fluency, no matter how bright they are, will continue to read slowly and with great effort.

Fluency Practice

Delaware Reading Cadre, 2001

Fluency Practice

Being an automatic or fluent reader is not developmental.

Even highly skilled readers may encounter uncommon, low-frequency words such

onoenology epistrophe anfractuous faience casuistically contralesional Delaware Reading Cadre, 2001