Where is motivation in the science of reading?
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| Title: | Where is motivation in the science of reading? |
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| Authors: | Parsons, Seth A. (AUTHOR) sparson5@gmu.edu, Erickson, Joy Dangora (AUTHOR) jdangora@endicott.edu |
| Source: | Phi Delta Kappan. Feb2024, Vol. 105 Issue 5, p32-36. 5p. 1 Color Photograph. |
| Subject Terms: | *Reading comprehension, *Student engagement, *Career development, *Reading motivation, *Motivation (Psychology) |
| Abstract: | This article explores the role of motivation in the science of reading and how it is often overlooked in reading programs. It argues that teaching reading without considering motivation undermines efforts to support students' literacy learning. The article emphasizes the power of motivation in learning and presents research that demonstrates the relationship between reading motivation and reading competence. It advocates for reading approaches that intentionally support children's motivation to read alongside their foundational skills. The article suggests incorporating motivation into reading instruction through authentic, collaborative, and high-interest texts, as well as inquiry-based projects aligned with students' interests and goals. It also highlights the importance of appropriately challenging tasks and differentiated instruction to meet individual needs. The article concludes that while the science of reading is important, it should not neglect the research on motivation, as motivation plays a crucial role in students' reading success. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | This article explores the role of motivation in the science of reading and how it is often overlooked in reading programs. It argues that teaching reading without considering motivation undermines efforts to support students' literacy learning. The article emphasizes the power of motivation in learning and presents research that demonstrates the relationship between reading motivation and reading competence. It advocates for reading approaches that intentionally support children's motivation to read alongside their foundational skills. The article suggests incorporating motivation into reading instruction through authentic, collaborative, and high-interest texts, as well as inquiry-based projects aligned with students' interests and goals. It also highlights the importance of appropriately challenging tasks and differentiated instruction to meet individual needs. The article concludes that while the science of reading is important, it should not neglect the research on motivation, as motivation plays a crucial role in students' reading success. [Extracted from the article] |
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| ISSN: | 00317217 |
| DOI: | 10.1177/00317217241230782 |
