Teachers Focus on Motivation for Reading: “It’s All About Knowing the Relationship”

Unrau, Norman J.; Ragusa, Gisele; Bowers, Erica

doi:10.1080/02702711.2013.836582

Cited by 15 publications

(23 citation statements)

References 37 publications

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“…But, the factors related to this have not been explored well. Earlier researches focussed on teachers' perception on the difficulties faced by the learners in their reading classes (Quirk et al, 2010;Unrau et al, 2015) and researches related to students' motivation have mostly been empirical studies wherein students have marked their preferences on Likert-type surveys (Coddington & Guthrie, 2009;Wigfield et al, 2008). However more recent studies have witnessed a change in approach wherein teachers' perception and belief have been assessed related to motivational factors.…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding of Reading Among Teachers and Learners: A Descriptive Study of Pre-University English Language Teaching /Learning in Saudi Arabia

Alenizi

2019

SSRN Journal

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This study assesses pre-university teachers' perception about reading comprehension in English as a foreign language (EFL) in Saudi context. It also identifies the difficulties faced by the students in their reading comprehension classes to have a holistic view of learning process. The main aim of the study is to explore the issues related to teaching reading, both from teachers as well as learners' perspectives, so that the best teaching strategies can be adopted to achieve the desired outcomes. It assesses the ongoing prevalent scenario of learning to read in English as foreign language and observes that the learners' difficulties are not addressed properly because the teachers/instructors are not trained well or pay less attention to reading skill. A descriptive approach has been used on a sample of instructors from various non-native English-speaking nationalities (n=60) and Saudi learners (n=146). Responses revealed that teachers' poor awareness of teaching strategies cause poor learning outcomes. Their responses also reveals that their strategies do not take into account learners' difficulties which somewhere cause learners' helplessness in getting desired outcome. The results of the study elaborate how the culture and contextual knowledge play significant roles. These are the bases of teaching reading skills along with learners' needs so that more robust teaching strategies can be followed to truly meet the desired learning outcomes. This will definitely help the teacher-educators as well as the instructors in improvising their teaching practices that suit their classrooms well.

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Section: Literature Reviewmentioning

confidence: 99%

Understanding of Reading Among Teachers and Learners: A Descriptive Study of Pre-University English Language Teaching /Learning in Saudi Arabia

Alenizi

2019

SSRN Journal

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“…It was teachers' beliefs based on their own practical theories of motivation (Stipek, 2002) that triggered the research on reading motivation. However, teachers' explicit and implicit perceptions and beliefs about students' reading motivation have since been largely ignored and relatively few studies have focused on teachers' perceptions and beliefs (Coddington & Guthrie, 2009;Sweet et al, 1998;Taboada & Buehl, 2012;Unrau et al, 2015;Wigfield et al, 2008). Most reading motivation research involving teachers has asked them to rate their students' motivation to read using Likert-type scale survey items (e.g., Coddington & Guthrie, 2009;Onatsu-Arvilommi & Nurmi, 2000;Wigfield et al, 2008).…”

Section: Review Of Related Literaturementioning

confidence: 99%

“…The role of teachers in motivating students has not been discussed as prominently in the field. The study of Unrau, Ragusa, and Bowers (2015) highlights the idea that teachers recognize their important role in helping students become more motivated to read. If they are able to build relationships with students, this will then help increase students' motivation.…”

Section: Review Of Related Literaturementioning

confidence: 99%

ESL Teachers’ Perceptions About English Learners’ Reading Motivation

Protacio

Jang

2016

Literacy Research: Theory, Method, and Practice

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The role of motivation in engaging students in reading activities and thus improving their reading achievement has been widely reported for the past decades. However, despite the increasing numbers of English learners (ELs) in the United States, little is known about how teachers perceive their motivation to read. Focus group methodology was used in this study to explore English as a second language teachers' perceptions of ELs' reading motivation. Three major themes that emerged from our qualitative analysis were (a) accessible texts, (b) self-concept, and (c) fitting in. The implications for both future research and classroom instruction are provided.

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“…In fact, authors of recent theoretical frameworks of engagement have adopted terms like 'social ecological' or 'transactional' to emphasize the context of community (both within and beyond the school) where engagement develops (Lawson and Lawson, 2013). Recent work continues to validate the engagement reading framework while drawing attention to the relationships that affect motivation (Unrau et al, 2015). Guthrie and Wigfield (2000: 404) suggest the following portrait of engaged readers: '[They] coordinate their strategies and knowledge (cognition) within a community of literacy (social) in order to fulfil their personal goals, desires, and intentions (motivation)'.…”

Section: Engaged Reading Frameworkmentioning

confidence: 99%

‘We’re a little loud. That’s because we like to read!’: Developing positive views of reading in a diverse, urban first grade

Moses

Kelly

2016

Journal of Early Childhood Literacy

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In this formative experiment, we examined interventions in and modifications to literacy instruction in a first-grade classroom with the aim of cultivating a love of reading among the students. Consistent with the design of formative experiments, the teacher established a pedagogical goal of building a love of reading, and throughout the year reflective modifications were made during the literacy block to encourage this love among the students. The participants were part of a diverse urban first-grade class of 28 students in the Southwest United States. The initial intervention included making a broad array of texts accessible to students and frequently discussing the teacher's and students' enjoyment of reading. Modifications throughout the year included establishing literary discussion groups, purchasing accessible text sets including many non-fiction books, author studies based on students' most frequently checked-out books, book spotlights presented by students and a book exchange party proposed by the students. The findings demonstrate that students did in fact develop a positive view of reading as shown through positive talk about books, establishing favourite authors and genres, resisting the end of reading time, choosing to read over other activities and making reading a part of their social interactions.

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Teachers Focus on Motivation for Reading: “It’s All About Knowing the Relationship”

Cited by 15 publications

References 37 publications

Understanding of Reading Among Teachers and Learners: A Descriptive Study of Pre-University English Language Teaching /Learning in Saudi Arabia

Understanding of Reading Among Teachers and Learners: A Descriptive Study of Pre-University English Language Teaching /Learning in Saudi Arabia

ESL Teachers’ Perceptions About English Learners’ Reading Motivation

‘We’re a little loud. That’s because we like to read!’: Developing positive views of reading in a diverse, urban first grade

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