To What Extent do Reading Strategies have an Impact on Students’ Reading Motivations?
Keywords:Education, Literacy, Practitioner Research, Reading
This study investigates the relationship between employing extrinsic reading motivations and the impact they have on students’ intrinsic reading motivations. Within this study, two rewarding motivations were introduced in a secondary school over a period of three months where in the final month there were no rewards implemented. This study particularly focused on Year Seven students and how their motivations to read have been influenced by the set rewards or motivations employed. Evidently, through the student questionnaires and teacher interviews, these motivations may not have the same effect on students’ motivations to read on a long-term basis as when the motivations were taken away, some students were de-motivated. Interestingly, both teachers and students seem to play a role in reading for pleasure. Using teachers to support reading through promoting and encouraging it in their classroom had its benefits, yet it is down to the individual student to choose to work towards the rewards in place by reading. There is evidence that employing these motivations does play a part in motivating students intrinsically to read, however only to a short-term degree as when the motivations had been removed, the students’ intrinsic motivation to read declined slightly. Throughout this study, it was clear that these motivations had some impact on encouraging students to read even when these motivations were taken away. This study also provides scope for further, long-term study.
Cohen, L. & Manion, L. (1989) Research Methods in Education (3rd Edition), London: Routledge.
Cohen, L. (et al), (2007) Research Methods in Education (6th Edition), London: Routledge.
Gray, David. E. (2004), Doing Research in the Real World, University of Greenwich: SAGE Publications Ltd.
Jick, T. D. (1979) ‘Mixing Qualitative and Quantitative Methods: Triangulation in action’, Administrative Science Quarterly, Vol.24, No.4, pp.602-611.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution Non-Commercial Share Alike License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal, providing it is not used for commercial purposes and any derivative work is shared with the same license.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).