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3.6 motivate to read info texts
1. 3.6 How to Motivate ‘Em to Read
Informational Texts
I guess Jim
couldn’t find
the light
switch.
2. Guthrie & Klauda
- Studied various intrinsic motivators for
adolescents to achieve academic literacy.
- Determined that engaged readers may be
assumed to be behaviorally active (read often)
internally motivated (enjoy reading), and
cognitively active (use strategies in reading).
- Developed a Reading Engagement Index for
teachers to standardize evaluations of students
diverse in reading levels and motivation.
3. Reading Engagement Index
(Guthrie, et al)
1. This student often reads independently.
2. This student reads favorite topics and authors.
3. This student is easily distracted in self-selected reading.*
4. This student works hard in reading.*
5. This student is a confident reader.*
6. This student uses comprehension strategies well.*
7. This student thinks deeply about the content of texts.
8. This student enjoys discussing books with peers.
* Reverse scored
4. Guthrie and Klauda (Cont.)
• Asked: If the goal is to engage adolescent readers in
content-rich informational texts, what are some
motivational practices for teachers to use?
• Led to identification of five
“engagement supporting”
practices.
5. Five “Engagement Supporting” Practices
(Guthrie & Klauda)
• Develop dedication
• Build Self-efficacy
• Show students the text’s value
[Refers to any informational text]
• Use social motivation
• Give students choices
6. As with all good science, Guthrie’s and Klauda’s
intriguing research …
prompts several more intriguing questions:
1. How can
best be incorporated into a unit to increase
motivation to read authentic science
texts/sources?
7. Questions (Cont.)
2. What are some strategies to gradually increase the
complexity of journal articles and excerpts without
exceeding their CF (coefficient of Frustration), an error with
potentially long-term adverse effects.
- At about what level can teachers expect the reader
to tackle conflicting texts (even leading to potentially
different conclusions), thus requiring higher-level
reflection?
8. Questions (Cont.)
3. How does the teacher balance the need to give the
learner a choice in materials, yet still require enough
structure to build the level of skill and confidence
necessary to persevere through a college-level textbook
written strictly for instruction.
- Does the research suggest that an incentive system is
okay? For example, “When you’ve read these sections of
this [dry, but content-rich] text, you may transfer your
attention to the more entertaining one.” Or, would that
likely set up a “good book, bad book” perception?
9. References
Guthrie, et al, 2004. Reading Engagement Index (REI)
http://www.corilearning.com/measures/REI.pdf