Reading Motivation among Children
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This paper examines how reading is indisputably the most important skill attained by children during their educational careers and how reading motivation among children is a multi-faceted construct involving several different dimensions. It analyzes, through a literature review, how these dimensions may be helped or hindered through classroom factors involving the teacher, curriculum, and social interactions. It shows how intrinsic motivation appears to be the most important factor for the promotion of frequent, positive reading practices among children, while extrinsic motivators may be helpful, but their use warrants careful consideration. It also reviews several programs that have been initiated in America in attempts to foster a love of reading among children.
From the Paper:"Neuman (2001) stressed that the more contact children have with books, the better readers they will be come and the more they will read. Struggling readers, especially, need an environment that encourages them to read and write without intimidation, and 30 to 40 minutes should be devoted each day to silent sustained reading (Yadegari & Ryan, 2002). Bell (2003) suggested that every class should be started with students doing some type of reading exercise, whether silent, in groups, or teacher-led. This increased reading can be promoted by teachers reading to children daily and by having children interact with books often in the classroom library area. This author also explains how certain characteristics and design features strongly influence whether or not library centers may be used by children to their full potential."
Cite this Research Paper:
Reading Motivation among Children (2003, December 11) Retrieved January 21, 2020, from https://www.academon.com/research-paper/reading-motivation-among-children-46084/
"Reading Motivation among Children" 11 December 2003. Web. 21 January. 2020. <https://www.academon.com/research-paper/reading-motivation-among-children-46084/>