Collaborative Literature-Based Reading Programs with Motivation Components
Haycock, Ken, Teacher Librarian
Collaboration between teachers and teacher-librarian to develop literature-based reading programs with motivation components is more successful than commercial computer-based literature programs, such as Accelerated Reader (AR), alone.
There was no difference in reading motivation between fourth-grade students who participated in Accelerated Reader with reading-related or nonreading-related rewards or no rewards or incentives. Interest was affected by choice, characteristics of books, personal interests, and knowledge gained from books.
Families, teachers, and the school library expose students to books.
Activities that motivate children to read included giving children books, reading to children, and sharing books with children.
The accelerated reading program contains six components: (1) sustained silent reading; (2) appropriate reading level; (3) free choice of books; (4) reading comprehension tests; (5) earning points; and (6) extrinsic rewards. Of these, sustained silent reading alone had the greatest effect on reading achievement and reading attitude in one study of middle school students.
Motivation to read declines as students move from elementary to middle school. Collaboration between teacher-librarians and classroom teachers to develop and implement literature-based reading programs with motivational components has the greatest effect on reading motivation and ability.
By the time students reached junior high school, AR was a negative motivational factor in advanced teenage readers, despite students enjoying the activity of reading. …