ERIC Number: ED421687
Record Type: Non-Journal
Publication Date: 1997-Nov
Reference Count: N/A
Toward a Balanced Approach to Reading Motivation: Resolving the Intrinsic-Extrinsic Rewards Debate. Report.
Institute for Academic Excellence, Inc. Madison, WI.
This concise report explores the issue of student reading motivation, and relates it to the use of the Accelerated Reader (AR) reading management program. The report discusses issues of extrinsic versus intrinsic motivation, and notes that the points students earn for taking Accelerated Reader tests are not extrinsic rewards but simply a quantitative measure of reading practice. It outlines research on motivation which concludes that extrinsic motivators, rather than extinguishing intrinsic motivation, can actually enhance it. Further, it cautions against favoring intrinsic motivation, which can put children from non-mainstream cultural groups at a disadvantage. The report concludes by noting that the use of extrinsic rewards is not an essential part of AR, which provides learning information, but that this learning information can serve as important, tangible feedback that helps students discover an intrinsic love of reading. (SR)
Descriptors: Elementary Secondary Education, Incentives, Reading Attitudes, Reading Improvement, Reading Instruction, Reading Motivation, Self Motivation, Student Attitudes, Student Motivation
Advantage Learning Systems, Inc., P.O. Box 8036, Wisconsin Rapids, WI 54495-8036; The Institute for Academic Excellence, 901 Deming Way, Suite 101, Madison, WI 53717; toll-free phone: 800-200-4848 (free).
Publication Type: Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
Authoring Institution: Institute for Academic Excellence, Inc. Madison, WI.