Motivating Students to Read
What's the Skinny?
In what ways does a teacher’s increased focus on a child’s interests outside of school, as communicated by both the child and the child’s family, increase third grade students’ motivation to read?
Here are the deets...
- Participants: 6 third grade students from a traditional K-5 elementary school in Chapel Hill, NC
- Single group pre-/post-test design
- 6 week intervention period with additional days to gather pre- and post-test data
- Researcher Journal
- Motivation to Read Profile Survey (Dever & Burts, 2002)
- Reading Interest Survey
- Home-School Communication Log
Take a glance at the full intervention timeline...
Conclusions + Implications
Why aren't parents involved?
- Dual working parents who work late
- Low levels of education or low English proficiency in the home
- Over-reliance on the schools for their child's education
What can teachers do to increase communication?
- Make communication short, personal, direct, and outline exactly what you need
- Specific emails
- Parent conferences
(Advice offered from a parent who participated in the study)
For Your Reading Pleasure
Bokhorst-Heng, W.D. (2008). School-home partnerships to nurture adolescent literacy. Middle School Journal, 39(5), 40-49. www.jstor.org/stable/23044367
Dever, M., & Burts, D. (2002). An evaluation of family literacy bags as a vehicle for parent involvement. Early Child Development and Care, 172(4), 359-370. DOI:10.1080/03004430212721