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Motivation for Reading:
In one reading survey, as reported by Sharon Pitcher and her associates in the article "Assessing Adolescents' Motivation to Read," the investigators found that children will be more motivated to read if it is material in which they are interested or if the material is introduced to them in a way which makes them feel that they have a stake in it. Students who feel engaged in the material will be more interested in continued reading of the given topic or narrative. What they provided the students was a series of questions divided into three headings. The survey was labeled the MRP Survey. For the purposes of this investigation, the researchers asked students a series of questions regarding their interests and their technological interactions. They also asked about which subjects in school are of the most interest to the students. The third group of questions on the survey dealt with literary practices in the home and the importance of reading to the people...
Also, students who came from backgrounds where there was more reading in the home were more likely to engage in reading as a pastime. The more positive experiences that a student had with reading and with works of literature, the more enjoyment that they had in reading and the more motivated that they were to continue doing it. Similarly, teachers who tried to interest students in works of literature through creative means would be more likely to motivate the student than teachers who just introduced the text without creativity. It is thus clear that it is the responsibility of the adults to both encourage and motivate students to read by making the experience enjoyable to the student.
Likes and Dislikes:
In the article "Measuring Attitude Toward Reading,"…
Works Cited:
McKenna, Michael G. And Dennis J. Kear (1990). "Measuring Attitude Toward Reading: a New
Tool for Teachers." The Reading Teacher. 43:9. 626-639.
Pitcher, Sharon M. et. al. (2007). "Assessing Adolescents' Motivation to Read." International
Reading Association. 378-396.
Reading Improvement in Third Grade Students Applied Dissertation Proposal for the Degree of Doctor of Education Making resources available to the third grade students and teachers lends itself to the appropriate data, types of instruments, and instructional strategies used to enhance education. Wilson School leaders are getting acquainted with reading resources that are beneficial in order to provide teachers with test data, reading instruments, and specific strategies to assist them in raising
This particular program is designed for grades K-8 and is both a reading and a language arts program. This reading program has as a foundation "literacy instruction that stimulates, teaches, and extends the communication and thinking skills that will allow students to become effective readers, writers, communicators, and lifelong learners." The program also uses themes to instruct students. In addition to programs that addressed the needs of beginning students, there
There is also the question of what approach should be used in a given setting. For instance, Lewis-Moreno points out that, "A great deal of energy is expended selecting and defending the model used: Should it be late- or early-exit bilingual, dual language, or English immersion?" (2007, p. 773). Although complex problems require complex solutions, a common theme that runs through the relevant literature concerns the need to use
Integration of music and reading may help parents prepare their children for school. On the surface, music and literacy seem opposite of each other both in meaning and delivery. However, the two forms of learning go hand in hand. For example, lyrics and literacy are similar because lyrics are the words sung in a song. Often, they are poetic and can be understood as poetry that sometimes tells a story. Many
The Title I reading instructor will become familiar with the Plato Learning content library. The Title 1 reading instructor will begin supplementing classroom instruction with the mini classroom lab using software from Plato Learning. Title I reading instructor will assess classroom performance and modify lab use accordingly. The STAR Reading test results will be evaluated. Survey results on student attitudes towards reading and learning will be compared to April 2007 results. The state standard scores
Ovid, Giovanni Boccaccio, and the authors of One Thousand and One Nights use frame narratives to add continuity and structure to the literary composition. Framing serves several literary functions. For one, framing establishes an independent narrator. The reader comes to trust and relate to this narrator, who is fictional and yet not quite a character of any of the internal narratives. This also allows the authors of their respective stories