Motivation and Fluency

1
Motivation and Fluency

• Module Five
• Prepared by the Delaware Reading Cadre, 2001

2
Motivation Fluency

• Understand how to improve student motivation
• Understand the importance of fluency when
  learning to read

Delaware Reading Cadre, 2001
3
Motivation
Motivation is crucial to reading because
motivation is what activates behavior.

Delaware Reading Cadre, 2001
4
Goal Orientations

• The reason we do what we do
• Learning - Seek to improve their skills and
  accept new challenges in activities such as
  reading (Ames, 1992 Ames Archer, 1998).
• Performance (ego) - Attempt to outperform others
  and maximize favorable evaluations of their
  ability (Thorkildsen Nicholls, 1998)

Delaware Reading Cadre, 2001
5
Learning Goal Orientation

• Fosters long-term engagement and learning.
• Engaged readers are likely to have a learning
  orientation toward reading, seeking to improve
  their knowledge and conceptual understanding as
  they read.

Delaware Reading Cadre, 2001
6
Intrinsic and Extrinsic Motivation
Delaware Reading Cadre, 2001
7
Intrinsic Motivation

• Enjoyment of reading for its own sake.
• Deci, 1992. Wigfield and Guthrie, 1997
• Curiosity, involvement, preference for
  challenges.
• Desire to learn and understand the world.
• Getting lost in a book.

Delaware Reading Cadre, 2001
8
Extrinsic Motivation

• Desire to receive external recognition or
  reward,
• Deci, Vallerand, Pelletier Ryan, 1991 Meece
  Miller, 1999,
• Extrinsic incentives often lead students
  increasingly to become dependent on rewards and
  recognition to energize their reading (Barrett
  Boggiano, 1988).

Delaware Reading Cadre, 2001
9
And more motivation vocabulary
Self-Efficacy Peoples judgments of their
capabilities to organize and execute types of
performance (ones own judgment) Social
Motivation   Social motivation for reading is
related to childrens interpersonal and
community activities (others
judgment) (Bandura (1997)
Delaware Reading Cadre, 2001
10
Motivation to Read

• Reading motivation shifts over time.
• Childrens competence, beliefs and values tend to
  decline across elementary school years.
• Extrinsic motivation tends to increase as does
  their focus on performance goals.
• Their competence and efficacy beliefs become more
  closely tied to indicators of performance.
•  

Delaware Reading Cadre, 2001
11
Motivation to Read

• Explanations for the motivation shift include
• Children are more aware of their own performance,
  more sophisticated at processing feedback they
  receive.
• 2. Instructional practices may contribute to a
  decline in some childrens motivation. Practices
  that focus on social comparison between children
  and promote competition can decrease motivation.

Delaware Reading Cadre, 2001
12
Motivation to Read
McKenna (1995) found younger children like to
read more than older children. He attributed the
change to change in classroom conditions.
Children in his study moved from a
self-contained, responsive classroom that
honored students voices and no grades, to a
teacher-centered environment in which students
had fewer opportunities for self-express and
little opportunity for negotiating with teachers
about their learning.  
Delaware Reading Cadre, 2001
13
Motivation to Read

• Teachers can promote motivation
• Learning and Knowledge Goals
• Real-World Interactions
• Autonomy Support
• Interesting Texts for Instruction
• Use of Strategy Instruction  
• Collaboration and Social Discourse
• Praise and Rewards
• Evaluations
• Coherence of Instructional Processes
• (McKenna, 1995)

Delaware Reading Cadre, 2001
14
Motivation to Read
Studies confirm the conventional wisdom that
choice is motivating.
Choice is motivating because it gives the
student control.
Delaware Reading Cadre, 2001
15
Fluency
Reading Smoothly, Without Hesitation and With
Comprehension (Harris Hodges, 1995).
Delaware Reading Cadre, 2001
16
Fluency

• Fluent readers can read text with
• Speed
• Accuracy
• Expression
• Comprehension

Delaware Reading Cadre, 2001
17
Fluency
Although fluency depends upon well developed word
recognition skills, such skills do not inevitably
lead to fluency.
Fluency is generally acknowledged as a critical
component of skilled reading but is often
neglected in classroom instruction
Delaware Reading Cadre, 2001
18
Fluency Theory
While reading, a reader has only so much
attention to focus on meaning. (LaBerge
Samuels, 1974).
Delaware Reading Cadre, 2001
19
Fluency Theory
Working with 2nd graders, Dowhower (1987) found
that oral reading, accuracy and comprehension
improved significantly with repeated reading
practice. Similar positive results have been
found for 1st graders (Simons, 1992) for 2nd
3rd graders (Stahl, 1994).
Delaware Reading Cadre, 2001
20
Fluency Theory

• Help students gain reading fluency
• Teacher-modeling
• Repeated guided reading
• (Handbook of Reading Research, 2000).

Delaware Reading Cadre, 2001
21
Fluency Practice

• Word recognition accuracy is not the end point
  of reading instruction.
• Fluency represents a level of expertise beyond
  word recognition accuracy.
• Skilled readers read words accurately, rapidly
  and efficiently.
• Children who do not develop reading fluency, no
  matter how bright they are, will continue to
  read slowly and with great effort.

Delaware Reading Cadre, 2001
22
Fluency Practice

• Being an automatic or fluent reader is not
  developmental.
• Even highly skilled readers may encounter
  uncommon, low-frequency words such
• onoenology
• epistrophe
• anfractuous
• faience
• casuistically
• contralesional

Delaware Reading Cadre, 2001