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Introduction


Acknowledgments
I thank P. Bartholomaeus for the effort that was demonstrated throughout this topic
to make it a worthwhile and enjoyable learning experience, and my peers whose
contribution to tutorial discussions were valuable and thought provoking.
Conclusions

Reading is a vital skill which facilitates learning and helps in the
creation of literate students. Given how detrimental the ability to
read is to the individual and the future of society it is concerning that
reading ability has decreased amongst Australian students. There are
numerous strategies that teachers can implement in the classroom to
inspire intrinsic motivation to read within their students. Teachers
have the ability to help reverse this trend and it needs to be made a
priority.




Stimulating children's intrinsic motivation to read
By Amy Cutting

Leading Literacy Learning EDUC4844, Flinders University, Adelaide, Australia
Literature cited

For further information
Please contact cutt0036@flinders.edu.au






Approach/Strategies for the Classroom

Teachers play a vital role in promoting their students intrinsic motivation to read. These teachers create a
classroom which provides the following:

CHOICE: Their classroom consists of an abundance of different types of literature. The teacher presents
their students with an array of different topics, levels of reading challenge, and genres of literature,
effectively catering for the diversity of student interests.

IMPLEMENTATION OF A VARIETY OF ACTIVITIES: These teachers implement a variety of reading activities
within their classroom to encourage engaged reading by catering for the different learning styles of their
students. For example, buddy reading, teacher-led small groups, class story time, read alouds, and readers
theatre.

OPPORTUNITIES FOR STUDENT VOICES TO BE HEARD: The voices of students are important and it is
imperative that they aware of their significance and worth. Therefore, teachers need to allow students the
opportunity to voice their beliefs. This can be done through activities such as reading responses, class
opinion graphs, and group and class discussions.

GROUPWORK: It is important for students to be able to collaborate with their peers, this helps to develop
social and team work skills. Furthermore, although some students learn well independently, others benefit
from the knowledge, ideas, and support of their classmates. Examples of group work can include group
discussions, literature circles, readers theatre, book clubs, and reading buddies.

CREATATION OF AUTHENTIC LEARNING EXPERIENCES: These teachers implement authentic contexts for
teaching reading. They integrate reading into other subject areas to facilitate meaningful learning and
ensure that students are aware of the purpose and benefits of being able to read.

APPROPRIATE LEVEL OF CHALLENGE: Teachers need to set an appropriate level of challenge for each of
their students. Giving students a reading level too easy will not allow them to develop as readers,
conversely a reading level too hard will set them up for failure. A reading level which provides an
appropriate amount of challenge will enable students to continue developing their reading ability whilst
experiencing success.

These types of teachers value the unique personality, interests, and beliefs of their students. Rather than
viewing diversity as a setback in the classroom it is celebrated, encouraged, and used as tool to motivate
student learning. These types of teachers inspire students intrinsic motivation to read, set them up for higher
academic achievement, and assist in the development of truly literate individuals.

Problem Statement:

Recent statistics demonstrate a significant decrease in Australian
childrens reading and ability. According to the Australian Bureau of
Statistics there has been a 4 % drop in the number of
children who read for enjoyment from 2003 to 2012.
Furthermore, results from the 2012 Program for International Student
Assessment indicate that 36% of 15 year old Australian
students is not meeting the reading benchmark. This
is a major cause for concern regarding Australian literacy ability and has
stimulated research into the cause of this decline and what can be
done to rectify the current trend. It is largely agreed that developing
intrinsic motivation in students is the key to improving reading ability
and student achievement.
About Intrinsic Motivation
Intrinsic motivation refers to the motivation that comes from
within an individual. The individual feels a sense of personal
reward or benefit from engaging in a particular activity, in this
case reading.

An individuals level of intrinsic motivation is influenced by two
main factors:

1. The usefulness and worth that the individual believes
the task possesses.

2. The degree of success or failure that the individual
anticipates to experience fromthe task.

Studies have indicated that intrinsically motivated readers see
the value of reading and have experienced success whilst doing
so. These readers read frequently and for pleasure. Teachers
play an important role in intrinsically motivating their students.
It is the teachers responsibility to ensure their students are
aware of the importance of reading and that each student
experiences success so that reading may be an enjoyable and
rewarding task.
Applegate, Anthony J., & Applegate, Mary DeKonty. (2010). A Study of
Thoughtful Literacy and the Motivation to Read. Reading Teacher, (4), 226-
234.

Becker, Michael, McElvany, Nele, & Kortenbruck, Marthe. (2010). Intrinsic and
Extrinsic Reading Motivation as Predictors of Reading Literacy: A Longitudinal
Study. Journal of Educational Psychology, (4), 773-785.

Buckley, Sarah., De Bortoli, Lisa., and Sue Thomson. The PISA 2012: How
Australia Measures Up. Australian Council for Education Research, 2013

Cole, Jill E. (2003). What Motivates Students To Read? Four Literacy
Personalities. Reading Teacher, 56(4), 326-36.

De Naeghel, Jessie, Van Keer, Hilde, Vansteenkiste, Maarten, & Rosseel, Yves.
(2012). The Relation between Elementary Students' Recreational and
Academic Reading Motivation, Reading Frequency, Engagement, and
Comprehension: A Self-Determination Theory Perspective. Journal of
Educational Psychology, (4), 1006-1021.

Dickinson, Dianne. Children and Reading Literature Review.
http://www.australiacouncil.gov.au/__data/assets/file/0008/193913/children
-and-reading-literature-review-HTML.HTM. February, 2014.

Protacio, Maria Selena. (2012). Reading Motivation: A Focus on English
Learners. Reading Teacher, (1), 69-77.

Turner, Julianne, & Paris, Scott G. (1995). How Literacy Tasks Influence
Children's Motivation for Literacy. Reading Teacher, 48(8), 662-73.
Reading is one of literacy's essential skills, as well as writing, speaking,
viewing, and representing. These essential skills work together to
provide students with the basic tools for learning. Although the
continually changing notion of literacy goes beyond these essential
skills, they are the foundation to creating literate students. Literate
citizens are the key to the functioning and progression of society.
Hence, the development of literate students is fundamental to the
future of society. As well as social importance, literacy is of huge
significance to the individual person. People with high literacy skills are
more likely to be offered life opportunities and experience success.
Furthermore, literacy provides the individual with an enlightened
understanding of literature, cultural, and social practices. Therefore,
literacy is arguably the most important element of education of which
reading is a crucial part. Teachers need to be capable and active in the
ways that they deliver and integrate reading into their classroom in
order to intrinsically motivate their students to read, increase reading
ability, and continue to develop high literacy skills.


This image sends a powerful message about the universal nature of reading.
It reinforces the idea that all students have an interest (a motivator), you just
need to find it. Furthermore, encouraging posters like this are fantastic to
hang around the classroom.