As a recent
graduate from Texas Tech University College of Education, I was offered a
position teaching third grade. I faced many challenges as a new teacher, the most prominent
being my students’ lack of motivation to read “good fit” books –those at an
appropriate level and of interest to the students. I noticed the tone of the
classroom negatively shift when it was time to have students read-to-self.
Aside from a few students there was not the eagerness and excitement I expected
when students were allowed to select their own “good fit” book. Several
students would simply put their heads on their desk, some students went through
the motions to appear to be reading, and others would hold a book, but their
eyes would be everywhere but on the words of the page. I was aware that some
students would be reluctant readers and that many in my class may of difficulties
with reading, but I was shocked to the extent of their resistance and dislike
for reading and other literacy activities. I did not know what had led them to
this point, but it was now my responsibility to instill a love of reading in
each of my students.
This
year will be the first of a new state standardized test, and reading is one of
the two areas of knowledge and skills that third graders are expected to
master. Additionally, as students continue their education they will be
expected to read to learn. In other words, third grade is the last year
students will have the support and direct instruction for learning to read.
Therefore, it is crucial that students become interested in and motivated to
read independently with fluency, comprehension, and enjoyment.
What do you do in your classroom to motivate readers?
How do you gauge student comprehension for independent reading tasks?
What research have you read related to this topic?
