Student Motivation

1. EDUC 622 Student Motivation Benedictine University

2. STUDENT MOTIVATION • Successful readers are engaged readers (Guthrie & Wigfield, 1997) • These students are: • Motivated to read • They identify themselves as readers • They persevere in the face of reading challenges • They consider reading to be an important part of their daily lives Benedictine University

3. STUDENT MOTIVATION As a teacher, do you think of your teaching successes as the students who: • Scored high on tests under our guidance • Went from reluctant readers to enthusiastic readers • Evolved from easily discouraged readers to readers whose motivation helped them persevere through reading challenges • Avoided reading at all costs changing to students who learned to love reading? Benedictine University

4. STUDENT MOTIVATION • Certainly, we can count such students and our positive influence on them among our most worthy teaching accomplishments • If we are serious about accountability, we need to have balancein the assessment that demonstrates that high-quality teaching and effective reading programs change student readers’ lives • To achieve balance, we need assessments that measure and describe student growth that is complementary to reading skill and reading strategy development • This growth can include positive motivation, perseverance in the face of difficulty, appropriate attributions made for reading success and failure, and self-esteem as a reader Benedictine University

5. STUDENT MOTIVATION • We are fortunate to have such measures! • For example, we can conduct surveys and inventories of: • Students’ reading motivation(Gambrell, Palmer, Codling, & Mazzoni, 1996) • Attitudes toward reading (McKenna & Kear, 1990) • Reading self-concept (Chapman & Tunmer, 1995) • Together, these and related assessments can help us understand and describe growth related to the already assessed cognitive development • They move us toward a fuller measure of the accomplishments of students and their teachers Benedictine University