Motivational Reading Programs
2021年7月3日Download here: http://gg.gg/v8ip2
Book Adventure is an interactive reading assessment, management, and rewards program.Book Adventure is much more than just our 17,000+ book quizzes! Since not all students learn the same, Book Adventure strives to be inclusive of the different student learning styles and offers a variety of alternative assessment options for those students who might not be great test-takers.
*Motivational Reading Programs
*Motivational Reading Programs Online
*Motivational Programs For Work
*Motivational Reading Quotes
Hello, and welcome to our motivational reading programs in schools website. We are a group of Masters in Education: Teacher-Librarian / Curriculum and Pedagogy students from the University of Alberta who are passionate about creating lifelong readers in our schools. This website has been established as a self-directed professional development workshop so our colleagues can learn what kinds of motivational reading programs in schools exist and how they are supported by research. Practical examples of different programs that you can use in your own schools are provided. We have also created an extensive list of journal articles, websites, bloggers, and tweeters, should you wish to continue your own research.
To get your thinking about reading and motivation started, please enjoy the following video:
*The purpose of this nested and layered case study was to explore the experiences of students participating in a reading to dog program. Ten student participants (nine were struggling readers) were enrolled in a sixty minute per week, ten-week reading to dog program. Participants completed a motivation to read interview and an informal reading.
*Simultaneously developing basic reading skills. With student motivation at the center of concerns about the efficacy of adolescent reading interventions, we planned intervention activities that reflect research on student motivation and directly examined the contribution of student engagement when investigating program impacts on reading skills.
*Researchers have identified a number of factors important to reading motivation including self-concept and value of reading, choice; time spent talking about books, types of text available, and the use of incentives. Research confirms that student motivation is a key factor in successful reading.Questions you may have…What is motivation and reading motivation?
Motivation is:
*the act or process of giving someone a reason for doing something : the act or process of motivating someone
*the condition of being eager to act or work : the condition of being motivated
*a force or influence that causes someone to do something
Merriam-Webster dictionary (2016)
Reading Motivation is:
*the motivational drive to read, an area of interest in the field of education
Studying and implementing the conditions under which students are motivated to read is important in the process of teaching and fostering learning.
Wikipedia (2016)What will I learn about through this Professional Development website?
Different strategies used within schools influence a student’s motivation to read:
*Extrinsic vs. intrinsic reading motivation: although incentives are a good motivator, further interest in reading will come from intrinsic wants and needs. Instead of rewarding reading with a gift, relate reading completion to increased reading competency and accomplishment
What kinds of programs can schools provide to motivate students to read more?
*Join in a Shared Reading Program in class to encourage sharing of knowledge and books
*Participate in a Schoolwide Reading Program to promote independent or shared family reading time
*Participate in Summer Library Programs to foster motivation in the summer months
What can schools do in general to increase reading motivation?Motivational Reading Programs
*Provide open access to high-interest materials in the classroom and school libraries, and promote public libraries for summer reading and home reading through the school year
*Use recommendations from teachers, librarians and peers to expose students to new books
*Organize reading material in an attractive wayPlease explore the tabs on the side to find out more about: Intrinsic vs. Extrinsic Motivation, Shared Reading, School-Wide Motivational Programs, Summer Library Programs, and an example of what not to do: Accelerated Reader. There is also an interactive resource page that can be copied and pasted into Google Docs if you wish to keep the active links for your own personal literacy resources.
References:
Meuris, J. (Director). (2006). The Girl Who Hated Books [You Tube Video File]. Retrieved from https://www.youtube.com/watch?v=1Efrg23Sqe8
Motivation. (n.d.). Retrieved May 25, 2016, from http://www.merriam-webster.com/dictionary/motivation
Free download google maps utm conversionbackstage. Reading Motivation. (2016) In Wikipedia: Free Encyclopedia. Retreived from https://en.wikipedia.org/wiki/Reading_motivation
Accelerated Reader on the outset looks like a great program. It is a web-based educational program designed to fit within existing classroom routines, to support independent and close reading skills. It can be used in whole group and small group activities, and independently as a center or station. It offers a personalized reading experience, and allow students the opportunity to read a wide range of fiction and non-fiction articles across the curriculum. AR provides comprehensive data to give insight into student performance, which allows teachers to tailor instruction and monitor progress. AR claims huge success and growth for student users, and claims to be one of the most heavily researched educational programs in the world (Renaissance Learning, 2016). If all AR’s claims are true, why are there many opponents of this program?
Mark Pennington offers 18 reasons not to use Accelerated Reader (2010). A summary of his findings gives us the following criticisms:
*Narrow selection of books to choose from that may be inappropriate based on the readers’ age and/or reading level
*Forcing a reader response that creates the mindset that reading is a chore, replaces intrinsic rewards with extrinsic rewards, and turns students off of independent reading
*Use of the AR system results in students attempting to ‘beat the system’ and find cheats to get quiz answers
*AR reduces reading instruction and time spent reading books, while taking up significant instructional time
*AR has significant costs that take away from funds which should be put towards library resources.
In terms of motivational reading programs, AR rates books with a points system, where books of higher difficulty are assigned more points. Not surprisingly, there is no mention of this on Renaissance Learning’s slick AR website. While AR does not provide prizes, the system is clearly designed to provide a way for teachers to reward students based on the points they earn. Content is not considered in the points system, so students may either read content intended for older students, which has higher difficulty, to earn more points, or may conversely read easy materials very quickly to earn more points (Pennington, 2010). Gary Stager writes in an ironic article for the Huffington Post that with AR, “quantity of books crammed is prized over the quality of books read or the literary experience enjoyed” (2012).
The replacement of the intrinsic rewards of reading, such as a satisfying experience and sense of accomplishment, with extrinsic rewards, such as prizes, sends the message that reading is not a pleasant activity, and students should not do it without a reward (Krashen, 2011, p.45). Limiting choice by forcing students to choose books from their AR level makes reading into an unenjoyable chore. Blogger Mark Barnes recounts his son’s question: “I hate being told what I have to read. Why can’t I pick what I like?” (2014). If reading is to be reduced to a chore done only for points, the motivation is surely lost and students do not continue reading after the chore is completed. “Rewarding reading with prizes cheapens it, and undermines students’ chance to appreciate the experience of reading for the possibilities that it brings to their life” (Miller, 2009, p. 151). If the goal of reading instruction in schools is to develop students with strong reading skills and a reading lifestyle, programs such as Accelerated Reader do nothing to foster a love of reading.
So why has the US embraced AR, with over 27 000 schools using the program? AR provides hard data for schools that are forced to provide numerical evidence of student learning. Stager writes that “while Accelerated Reader suggests that it inspires literacy habits, its primary customer is the bureaucrat impressed by the marketing slogan, “Advanced Technology for Data-Driven Schools.” Krashen writes that “our first priority should be to make sure that high-interest reading material is easily available to students, and that students have a time and place to read… Instead, we rush off to purchase a more expensive, complex package that may have long term harmful effects” (2003).
References:
Barnes, M. (2014). Accelerated reader: Brilliant or insane? Retrieved from http://www.brilliant-insane.com/2014/09/accelerated-reader-brilliant-insane.htmlMotivational Reading Programs Online
Krashen, S. (2003). The (lack of) experimental evidence supporting the use of Accelerated Reader. Journal of Children’s Literature, 29(2), 16-30. Retrieved from http://www.sdkrashen.com/content/articles/does_accelerated_reader_work.pdf
Krashen, S. (2011). Free voluntary reading. Santa Barbara, CA: Libraries Unlimited.
Miller, D. (2009). The book whisperer: Awakening the inner reader in every child. San Francisco, CA: Jossey-Bass.
Pennington, Mark (2010, 24 January). The 18 reasons not to use Accelerated Reader. Retrieved from http://blog.penningtonpublishing.com/reading/the-18-reasons-not-to-use-accelerated-reader/Motivational Programs For Work
Renaissance Learning. December 28th 2017 backstage calendar. (2016). Accelerated reader 360: The most comprehensive K12 reading practice solution. Retrieved from http://doc.renlearn.com/KMNet/R0057844FB630C58.pdf.
Stager, G. (2012, 10 June). Mission accomplished! Retrieved from http://www.huffingtonpost.com/gary-stager/mission-accomplished_5_b_1408896.html
Connect on Twitter:
Gary Stager @garystager
Stephen Krashen @skrashen
Mark Barnes @mbarnes19Motivational Reading Quotes
Donalyn Miller @donalynbooks
Download here: http://gg.gg/v8ip2
https://diarynote-jp.indered.space
Book Adventure is an interactive reading assessment, management, and rewards program.Book Adventure is much more than just our 17,000+ book quizzes! Since not all students learn the same, Book Adventure strives to be inclusive of the different student learning styles and offers a variety of alternative assessment options for those students who might not be great test-takers.
*Motivational Reading Programs
*Motivational Reading Programs Online
*Motivational Programs For Work
*Motivational Reading Quotes
Hello, and welcome to our motivational reading programs in schools website. We are a group of Masters in Education: Teacher-Librarian / Curriculum and Pedagogy students from the University of Alberta who are passionate about creating lifelong readers in our schools. This website has been established as a self-directed professional development workshop so our colleagues can learn what kinds of motivational reading programs in schools exist and how they are supported by research. Practical examples of different programs that you can use in your own schools are provided. We have also created an extensive list of journal articles, websites, bloggers, and tweeters, should you wish to continue your own research.
To get your thinking about reading and motivation started, please enjoy the following video:
*The purpose of this nested and layered case study was to explore the experiences of students participating in a reading to dog program. Ten student participants (nine were struggling readers) were enrolled in a sixty minute per week, ten-week reading to dog program. Participants completed a motivation to read interview and an informal reading.
*Simultaneously developing basic reading skills. With student motivation at the center of concerns about the efficacy of adolescent reading interventions, we planned intervention activities that reflect research on student motivation and directly examined the contribution of student engagement when investigating program impacts on reading skills.
*Researchers have identified a number of factors important to reading motivation including self-concept and value of reading, choice; time spent talking about books, types of text available, and the use of incentives. Research confirms that student motivation is a key factor in successful reading.Questions you may have…What is motivation and reading motivation?
Motivation is:
*the act or process of giving someone a reason for doing something : the act or process of motivating someone
*the condition of being eager to act or work : the condition of being motivated
*a force or influence that causes someone to do something
Merriam-Webster dictionary (2016)
Reading Motivation is:
*the motivational drive to read, an area of interest in the field of education
Studying and implementing the conditions under which students are motivated to read is important in the process of teaching and fostering learning.
Wikipedia (2016)What will I learn about through this Professional Development website?
Different strategies used within schools influence a student’s motivation to read:
*Extrinsic vs. intrinsic reading motivation: although incentives are a good motivator, further interest in reading will come from intrinsic wants and needs. Instead of rewarding reading with a gift, relate reading completion to increased reading competency and accomplishment
What kinds of programs can schools provide to motivate students to read more?
*Join in a Shared Reading Program in class to encourage sharing of knowledge and books
*Participate in a Schoolwide Reading Program to promote independent or shared family reading time
*Participate in Summer Library Programs to foster motivation in the summer months
What can schools do in general to increase reading motivation?Motivational Reading Programs
*Provide open access to high-interest materials in the classroom and school libraries, and promote public libraries for summer reading and home reading through the school year
*Use recommendations from teachers, librarians and peers to expose students to new books
*Organize reading material in an attractive wayPlease explore the tabs on the side to find out more about: Intrinsic vs. Extrinsic Motivation, Shared Reading, School-Wide Motivational Programs, Summer Library Programs, and an example of what not to do: Accelerated Reader. There is also an interactive resource page that can be copied and pasted into Google Docs if you wish to keep the active links for your own personal literacy resources.
References:
Meuris, J. (Director). (2006). The Girl Who Hated Books [You Tube Video File]. Retrieved from https://www.youtube.com/watch?v=1Efrg23Sqe8
Motivation. (n.d.). Retrieved May 25, 2016, from http://www.merriam-webster.com/dictionary/motivation
Free download google maps utm conversionbackstage. Reading Motivation. (2016) In Wikipedia: Free Encyclopedia. Retreived from https://en.wikipedia.org/wiki/Reading_motivation
Accelerated Reader on the outset looks like a great program. It is a web-based educational program designed to fit within existing classroom routines, to support independent and close reading skills. It can be used in whole group and small group activities, and independently as a center or station. It offers a personalized reading experience, and allow students the opportunity to read a wide range of fiction and non-fiction articles across the curriculum. AR provides comprehensive data to give insight into student performance, which allows teachers to tailor instruction and monitor progress. AR claims huge success and growth for student users, and claims to be one of the most heavily researched educational programs in the world (Renaissance Learning, 2016). If all AR’s claims are true, why are there many opponents of this program?
Mark Pennington offers 18 reasons not to use Accelerated Reader (2010). A summary of his findings gives us the following criticisms:
*Narrow selection of books to choose from that may be inappropriate based on the readers’ age and/or reading level
*Forcing a reader response that creates the mindset that reading is a chore, replaces intrinsic rewards with extrinsic rewards, and turns students off of independent reading
*Use of the AR system results in students attempting to ‘beat the system’ and find cheats to get quiz answers
*AR reduces reading instruction and time spent reading books, while taking up significant instructional time
*AR has significant costs that take away from funds which should be put towards library resources.
In terms of motivational reading programs, AR rates books with a points system, where books of higher difficulty are assigned more points. Not surprisingly, there is no mention of this on Renaissance Learning’s slick AR website. While AR does not provide prizes, the system is clearly designed to provide a way for teachers to reward students based on the points they earn. Content is not considered in the points system, so students may either read content intended for older students, which has higher difficulty, to earn more points, or may conversely read easy materials very quickly to earn more points (Pennington, 2010). Gary Stager writes in an ironic article for the Huffington Post that with AR, “quantity of books crammed is prized over the quality of books read or the literary experience enjoyed” (2012).
The replacement of the intrinsic rewards of reading, such as a satisfying experience and sense of accomplishment, with extrinsic rewards, such as prizes, sends the message that reading is not a pleasant activity, and students should not do it without a reward (Krashen, 2011, p.45). Limiting choice by forcing students to choose books from their AR level makes reading into an unenjoyable chore. Blogger Mark Barnes recounts his son’s question: “I hate being told what I have to read. Why can’t I pick what I like?” (2014). If reading is to be reduced to a chore done only for points, the motivation is surely lost and students do not continue reading after the chore is completed. “Rewarding reading with prizes cheapens it, and undermines students’ chance to appreciate the experience of reading for the possibilities that it brings to their life” (Miller, 2009, p. 151). If the goal of reading instruction in schools is to develop students with strong reading skills and a reading lifestyle, programs such as Accelerated Reader do nothing to foster a love of reading.
So why has the US embraced AR, with over 27 000 schools using the program? AR provides hard data for schools that are forced to provide numerical evidence of student learning. Stager writes that “while Accelerated Reader suggests that it inspires literacy habits, its primary customer is the bureaucrat impressed by the marketing slogan, “Advanced Technology for Data-Driven Schools.” Krashen writes that “our first priority should be to make sure that high-interest reading material is easily available to students, and that students have a time and place to read… Instead, we rush off to purchase a more expensive, complex package that may have long term harmful effects” (2003).
References:
Barnes, M. (2014). Accelerated reader: Brilliant or insane? Retrieved from http://www.brilliant-insane.com/2014/09/accelerated-reader-brilliant-insane.htmlMotivational Reading Programs Online
Krashen, S. (2003). The (lack of) experimental evidence supporting the use of Accelerated Reader. Journal of Children’s Literature, 29(2), 16-30. Retrieved from http://www.sdkrashen.com/content/articles/does_accelerated_reader_work.pdf
Krashen, S. (2011). Free voluntary reading. Santa Barbara, CA: Libraries Unlimited.
Miller, D. (2009). The book whisperer: Awakening the inner reader in every child. San Francisco, CA: Jossey-Bass.
Pennington, Mark (2010, 24 January). The 18 reasons not to use Accelerated Reader. Retrieved from http://blog.penningtonpublishing.com/reading/the-18-reasons-not-to-use-accelerated-reader/Motivational Programs For Work
Renaissance Learning. December 28th 2017 backstage calendar. (2016). Accelerated reader 360: The most comprehensive K12 reading practice solution. Retrieved from http://doc.renlearn.com/KMNet/R0057844FB630C58.pdf.
Stager, G. (2012, 10 June). Mission accomplished! Retrieved from http://www.huffingtonpost.com/gary-stager/mission-accomplished_5_b_1408896.html
Connect on Twitter:
Gary Stager @garystager
Stephen Krashen @skrashen
Mark Barnes @mbarnes19Motivational Reading Quotes
Donalyn Miller @donalynbooks
Download here: http://gg.gg/v8ip2
https://diarynote-jp.indered.space
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