It has been found that children who have interests are engaged and that engaged thinkers and readers are better students (Guthrie & Humenick, 2004). This is so according to (Guthrie, Wigfield, Metsala, & and Cox, 1999) because children, who are motivated to read, spend more time reading than those who are less motivated. Unfortunately, many students are not motivated to read.
One research study took the form of a National Survey of motivation to read (Donahue, Daane & Yin, 2005). From this survey it was found that a large portion of fourth graders felt that reading was not a favourite activity and that they did not read frequently for enjoyment. Most of these students also related that they did not learn much from books and were not motivated to read, even if they are permitted to choose their own reading material. An even greater challenge may be found in getting students to read required content texts.
Authors Brozo & Flynt proposes the implementation of six evidence based principles in the content area classroom, which include: Elevating Self-Efficacy, Engendering Interest in New Learning Connecting Outside with Inside School Literacies, Making an Abundance of Interesting Texts Available, Expanding Choices and Options and Structuring Collaboration for Motivation.
Contained in these Principles is an overwhelming need for the teacher to create situations that build a perception of competence in the student and a belief that they have the ability to achieve meaningful results in an academic setting. Another major theme presented, is that students need not only possess the skill in reading but equally important is the will to read. This may be encouraged by the use of a variety of teaching strategies, using multiple forms of literacy. To do this, information may be taken from many sources, which students themselves may influence. An example of this is the use of new media; e-mailing, instant messaging, participating in chat rooms and blogs and video games.
Syndy Jahoor
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