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Thoughtful Literacy And The Motivation To Read Summary

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A Study of Thoughtful Literacy and the Motivation to Read, by Anthony J. Applegate and Mary DeKonty Applegate, examines how thoughtful literacy and reading comprehension influence reading motivation. According to Applegate and Applegate (2010), “research has found that reading motivation levels of females are consistently and significantly higher than those of males” (p. 227). Why is this? Are female students genuinely more motivated to read, or because girls tend to be better at reading, do they just enjoy reading more than their male peers? The answers to these questions are important to teachers for two reasons. Firstly, they shed light on the relationship between motivation and learning. Secondly, they identify the extent to which motivation to learn is affected by gender. …show more content…

438). It gets students moving, points them in a particular direction, and keeps them going. Motivation results from the interaction of both conscious and unconscious factors such as the intensity of desire or need, incentive or reward value of the goal, and expectations of the individual and of his or her peers. Additionally, we often see students’ motivation reflected in personal investment and in cognitive, emotional, and behavioral engagement in school activities (Ormrod, 2014).
Motivation has several influences on students’ learning and behavior. Motivation directs behavior toward particular goals and leads to increased effort and energy. Motivation increases initiation of and persistence in activities. Motivation affects cognitive processes; affecting what learners pay attention to and how effectively they process the information. And Because of the other effects just identified; goal-directed behavior, effort and energy, initiation and persistence, and cognitive processing, motivation often leads to enhanced performance (Ormrod,

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There are a lot of unanswered questions in this fast-paced world and one of them is the famous “Why Johnny won’t read?” which encourages readers especially the men [metaphorically speaking, Johnny means boys in general] to still keep up in their reading even if it means pushing oneself against prevailing circumstances. Shedding light on the issue is a commentary published on the third day of July, 2014 entitled “Why Johnny won’t learn to read” by Robert Pondiscio, a distinguished writer and speaker on education and education-reform issues. Pondiscio asserts the disparity between Common Core State Standards and balanced literacy in the education system which reveals the reading proficiency gap between the male and the female learners. Important

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In the spring of 2015, Katie Dickerson, an 11th grade English teacher, published an article to Penn GSE Perspectives on Urban Education, titled “Reimagining Reading: Creating a Classroom Culture that Embraces Independent Choice Reading”. The article discusses the strategies she used to better engage her students in reading more on their own and in class. Throughout a two-year mark, she collected data during the schoolyear and at the end, gave students a questionnaire of how they felt towards these Today’s schools are seeing more children lacking an interest in reading, which is crucial to their intellectual development. In this article, Katie Dickerson noted that “reading… (leads to) the establishment of future goals…, open-mindedness…, the ability to empathize with others, strong communication skills, and the ability to focus”. Furthermore, she stated that “People…are, by nature, lovers of stories.

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We have heard our whole lives that reading is fundamental and in our society reading is one of the most important skills that we learn in school. Although reading skills are essential to succeed in today’s society, reading is not treated as the necessary skill that it should be. Teens are not reading like they used to. Today's society and technology has encouraged more superficial reading or even no reading at all. The digital revolution has made everything more convenient for the children of today's society.

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Chapter six of the “Activating Prior Knowledge and Interest” in Content Reading: Literacy and Learning Across the Curriculum”textbook is on the subject of activating prior knowledge and interest. So when I was given the prompt if students are qualified to ask their own questions about difficult materials. I believe that students are able choose their own questions when discussing a difficult text because that is how people understand a text. By asking questions. I want to have a classroom that inspires students to become lifelong learners.

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Teaching and learning is contingent on motivated students. Teachers must know how to inspire and sustain high levels of student engagement. When teachers develop student confidence in their ability to learn, motivation to learn is boosted. Five approaches to motivation are important in this regard: behavioral, humanistic, cognitive, social cognitive, and sociocultural theories. Each perspective has something to offer to improve teaching and learning.

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Unfortunately, “too many kids in schools are bored,” they are losing an important aspect of what is needed in a student's life: the motivation to learn (Layton). When missing such a vital piece to the puzzle that is their success in school, students are left with an already difficult gap in scoring well on a high stakes standardized test. Motivation is a driving factor that pushes a student to learn. When in school, if a student is unwilling to retain the information they must know to pass a very meticulously built test, they

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introduction Motivation has been defined as some driving force within an individual by which they attempts to achieve some goal in order to fulfill some needs or expectations (Mullins, 1996). Beside Mullins, some scholar also define motivation as the psychological process that gives behavior purpose and direction (Kreitner, 1995) ; A predisposition to behave in a purposive manner to achieve specific unmet needs (Buford, Bedeian, and Linder, 1995); An internal drive to satisfy an unsatisfied need (Higgins, 1994); and the will to achieve (Bedeian, 1993); All those inner-striving conditions described as wishes, desires, drives, etc. (Donnelly, Gibson, and Ivancevich 1995); and the way urges, aspirations, drives and needs of human beings direct

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