Hover to see how Factors connect to Motivation. Then click connected Factors to explore strategies related to multiple Factors.
Motivation is the desire that guides behavior. We are all affected by whether or not we want to do something. When we are motivated, we value what we are doing more and, as a result, learn more. Providing supports that help students value their work is critical to helping them become successful readers.
There are two main types of Motivation:
Research shows that students who are intrinsically motivated to read achieve greater reading comprehension skills than students who are externally motivated. Students will be more likely to have intrinsic Motivation when they can connect learning material to their own lives and interests. Also, students are more intrinsically motivated to read material that is personally engaging.
Finally, self-efficacy for reading, that is a student's belief about their ability to successfully execute reading tasks, underlies the Motivation to read. Because of this, students with a higher literacy self-efficacy will choose to engage in more challenging reading tasks.
Advance graphic organizers link prior knowledge to upcoming learning to help students anticipate and understand the structure of new information.
Overtly encouraging all students to seek support and ask questions creates a safe space for risk-taking and skill development.
Visiting places connected to classroom learning provides opportunities to deepen understanding through firsthand experiences.
Teachers can help students understand that learning involves effort, mistakes, and reflection by teaching them about their malleable brain and modeling their own learning process.
Free play supports learner interests and allows more complex social interactions to develop.
As students walk through stations working in small groups, the social and physical nature of the learning supports deeper understanding.
Setting overall goals, as well as smaller goals as steps to reaching them, encourages consistent, achievable progress and helps students feel confident in their skills and abilities.
Attributing results to controllable aspects (strategy and effort) fosters students' beliefs in self.
Learning about students' cultures and connecting them to instructional practices helps all students feel like valued members of the community.
Independent reading promotes reading development by emphasizing student choice with teacher support in selecting books, as well as by making time for free reading.
Providing physical representations of concepts helps activate mental processes.
Teachers sharing text-to-self, text-to-text, and text-to-world connections models this schema building.
Brain breaks that include movement allow learners to refresh their thinking and focus on learning new information.
Multiple display spaces promote collaboration by allowing groups to share information easily as they work.
Multiple writing surfaces promote collaboration by allowing groups to share information easily as they work.
Reading aloud allows students to hear and practice reading and fluency skills.
Research shows physical activity improves focus and creativity.
Talking with students about what they know about the topic of upcoming work helps activate their Background Knowledge or reveals gaps.
Students are more likely to come to school when families feel like a valued part of the community.
When students explain to others, they deepen their understanding and gain confidence in their learning.
Providing space and time for students to reflect is critical for moving what they have learned into Long-term Memory.
Response devices boost engagement by encouraging all students to answer every question.
Books of varying complexity and reading levels are necessary for all students to experience reading success.
Multicultural and diverse books are critical for supporting all students.
With rhyming and creative word use, poetry is a genre that supports the development of early literacy skills in particular.
Students who have had little exposure to the school's language can benefit from having books in their Primary Language in their classroom.
Providing students a voice in their learning is critical for making learning meaningful.
Students develop reading skills by listening to and speaking with others in informal ways.
Wait time, or think time, of three or more seconds after posing a question increases how many students volunteer and the length and accuracy of their responses.
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