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ERIC Number: ED465188
Record Type: RIE
Publication Date: 2001-May
Pages: 131
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Motivating the Reluctant Reader.
Buzard, Barbara; Jarosz, Diane; Lato, Kelly; Zimmermann, Lori
This report describes a program for increasing student reading motivation through the use of cooperative learning activities, differentiating reading instruction, and active reading strategies. The students of the targeted second, fourth, sixth and eighth grade classes exhibited a reluctance to read that interfered with academic growth. Probable causes for the lack of student motivation in reading were identified through a review of the literature and an analysis of the setting. Materials were often picked for students with little thought for relevance to their lives and interests. Students were not familiar with the variety of genres and authors. Students lacked the skills required to read rich and engaging books. Books competed with video games, television, and other electronic devices. The strengths and weaknesses of the students' reading abilities were identified. Through the planned lessons these strengths and weaknesses were improved. Reading reluctance decreased. Post intervention data indicated an overall improvement in reading skills and motivation when lessons incorporated cooperative learning activities, differentiating reading instruction, and active reading strategies. (Contains 30 references and 16 figures of data. Eighteen appendixes include the following: a letter to colleagues; reading surveys for parents and students; Comprehension Test; IRI Recording Form; fluency reading test samples; Reluctant Reading Book List; Independent Reading Contract; a group project; Literature Circles; a newspaper character activity; a Plot Line Poster; Reader's Theater; a multiple intelligence activity; graphic organizers; a science activity; a DRAW Activity; and a story map.) (Author/PM)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.