Indiana Reading Journal Volume 44 Issue 1 - Page 33

The third finding acknowledges variations of setting, reading structure, and reading materials. Reading is a situational practice unique to each academic or leisure setting. Social reading is preferred among the five ethnically diverse fifth grade boys of this study, and authentic and nontraditional texts are preferred over textbooks when considering what motivates the readers. In order to motivate readers in academic and leisure settings, opportunities must exist to respect varying reading structures, genres, and types of literacy. Whether nonfiction texts, media literacy, magazines, or social reading, a varied selection will motivate male readers. When students are motivated to read, they read more extensively; when they read more extensively, they are more successful readers. Motivation does lead to success.

It is the intention of this study that the interests and the lives of individuals be the primary influence when selecting reading materials and planning reading instruction. Reading motivation will be influenced only by recognizing the motivational factors of each individual reader. Readers are motivated when reading is real and a natural part of their lives.

Teacher Tips:

• Avoid overemphasis of reader outcomes such as scores, grades, and reading levels; focus instead on reader interest.

• Respect a reader’s need to discuss books as collections.

• Encourage reluctant readers to seek books in series or books with consistent characters such as Diary of a Wimpy Kid or Weenies series.

• Select reading materials that include familiar language, topics, and experiences consistent to the students’ lives.

• Consider nontraditional reading materials such as magazines (Sports Illustrated and WWE) and newspapers that include familiar topics of interest.

• Break the traditional limitations of textbooks and “schoolish” reading materials. Include multimedia selections and authentic texts applicable to students.

• Allow for social reading. Students have a natural desire to interact with their peers when reading motivational texts.

References

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Duke, N.K. & Carlisle, J. (2011). The development of comprehension. In Kamil, M.L., Pearson, P.D., Moje, E.B., & Afflerbach, P.P. (Eds.). Handbook of reading research (Vol. IV). pp. 199-228. New York, NY: Routledge.

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Entwisle, D., Alexander, K., & Olson, L. (2007). Early schooling: the handicap of being poor and male. Sociology of Education. 80, 114-138.

Farris, P. J., Werderich, D. E., Nelson, P. A., & Fuhler, C. J. (2009). Male call: Fifth-grade boys’ reading preferences. The Reading Teacher. 63(3), 180-188.

Fleischman, H.L., Hopstock, P.J., Pelczar, M.P., and Shelley, B.E. (2010). Highlights From PISA 2009: Performance of U.S. 15-Year-Old Students in Reading, Mathematics, and Science Literacy in an International Context (NCES 2011-004). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.

Gaffney, J.S. & Anderson, R.C. (2000). Trends in reading research in the United States: Changing intellectual currents over three decades. In Kamil, M.L., Mosenthal, P.B., Pearson, P.D., & Barr, R. (Eds.). Handbook of reading research (Vol. III). pp. 53-74. Mahway, NJ: Erlbaum.

Gambrell, L., Palmer, B., Codling, B., & Mazzoni, S. (1995). Assessing motivation to read. (Reading Research Report No. 14). Athens, GA: NRRC, Universities of Georgia and Maryland College Park.

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