JOY (ENGAGEMENT AND MOTIVATION) It is impossible to ignore the role of joy in reading. Joy can be both the outcome and underlying force driving the motivation to read and a desire to engage with the text. When cultivated, this combination explains why adults and children reach for a book simply for pure enjoyment. Better yet, children who read for pleasure and are motivated to read do significantly better at school than their peers who rarely read (Wilhelm, 2016). Research also shows that finding joy in reading can lead to increased intrinsic (personally rewarding) and extrinsic (outside/third-party recognition) motivation. Intrinsic motivation to read is cultivated through the positive emotions and experiences had while interacting with text (Becker et al., 2010). These positive interactions can come from the story itself, as well as from the feeling of accomplishment when completing a book and the social components that arise when a plot point is discussed or new perspectives are introduced and explored by a group of readers (Taboada et al., 2009). Extrinsic motivation, in the context of literacy, can be drawn from societal influences (the desire to identify as a reader or connect with a specific group of people) or more concrete rewards established using behavior management strategies or evaluation/grades (Ryan & Deci, 2000). Purposeful collaboration between the school, home, and community environments allows appropriate sources of intrinsic and extrinsic motivation to be present in any context. In addition to motivation, true joy from literature cannot be instilled without genuine engagement. Students need access to books that spark their curiosity, create connections to what they find familiar, and introduce them to new and exciting people, places, or ideas. Research has identified several ways to promote literacy engagement: • Using effective teaching strategies, especially with children who are learning to read, is critical for creating engaged readers. This is because students who feel successful as readers are mostly likely to engage with text (Guthrie & Wigfield, 2000). • Allowing students to select what they want to read, as well as providing them with books that align to their areas of interest and reading ability, prompts greater engagement and autonomy (Clark & Rumbold, 2006). • Promoting and modeling reading for pleasure in the home and classroom encourages children to do the same (Baker & Scher, 2002). Children form beliefs and interests from watching adults. Having good examples of engaged readers around them helps cultivate their own positive relationship with books.
SCHOLASTIC R.E.A.L. FOUNDATION PAPER 12
Made with FlippingBook - Online catalogs