Reading Motivation Theory
The following prezi is a presentation I developed with my partner to address the Reading Motivation Theory. This presentation and research gave me the background and craft knowledge to help struggling readers within my classroom build reading motivation. Seeing the different aspects that make up the Reading Motivation Theory helps to develop both intrinsic and extrinsic motivation in a struggling reader. Without motivation to read and to become a better reader, students will continue to struggle.
Reciprocal Teaching Strategy
Reciprocal teaching is a strategy that gets both struggling and successful readers motivated to read a text. Students are assigned different roles within a group that they are responsible for completing. Because of the collaborative nature of reciprocal teaching, this strategy motivates students to complete their jobs to present to their group.
In reciprocal teaching, students are in charge of completing different jobs - predicting, questioning, clarifying, and predicting. Before students are encouraged to try each of these strategies within their group, the teacher models each strategy several times. After modeling and scaffolded practice, students are put into collaborative groups. Each student completes a different job for reciprocal teaching then reports back to the group. Reciprocal teaching is a research based strategy that, when used correctly, is effective in helping students with comprehension.
In reciprocal teaching, students are in charge of completing different jobs - predicting, questioning, clarifying, and predicting. Before students are encouraged to try each of these strategies within their group, the teacher models each strategy several times. After modeling and scaffolded practice, students are put into collaborative groups. Each student completes a different job for reciprocal teaching then reports back to the group. Reciprocal teaching is a research based strategy that, when used correctly, is effective in helping students with comprehension.
Reciprocal Teaching from Sarah Eisenhauer on Vimeo.
Xtranormal (CoolTool Blast)
With a partner, I researched a Web 2.0 tool that could be used in the classroom. The link below is a description of Xtranormal. This "cool tool" can be used to help motivate struggling readers while incorporating the technology that students love to use. By integrating this type of technology into a project for a struggling reader, it allows the student to show that they comprehend a text by using a digital method of presentation.
Xtranormal is a web 2.0 tool that allows students to create interviews with avatars. This online tool allows for students to take a different approach to learning. With students able to think of how interviews with two people would go, they are free to use their imagination but also incorporate some of the skills they are learning about in class.
Xtranormal CoolTool Blast
Xtranormal is a web 2.0 tool that allows students to create interviews with avatars. This online tool allows for students to take a different approach to learning. With students able to think of how interviews with two people would go, they are free to use their imagination but also incorporate some of the skills they are learning about in class.
Xtranormal CoolTool Blast
NCSU Reading Clinic
Throughout my last semester in the NLGL program, I participated in the N.C. State Reading Clinic. This where I was able to work with a struggling third grader to help build her confidence in reading. One thing I noted early on was that she did not have the motivation to read. She thought she was a "bad reader" and did not want to put herself in the situation to be bad.
The first interview I gave to the student that I tutored involved a discussion about her feelings towards reading. This gave insight to the books she liked to read, where she likes to read, what reading means to her, different modes of reading she uses. After giving this inventory, I was able to find ways to make reading more interesting, which in turn, made her motivated to read.
The first interview I gave to the student that I tutored involved a discussion about her feelings towards reading. This gave insight to the books she liked to read, where she likes to read, what reading means to her, different modes of reading she uses. After giving this inventory, I was able to find ways to make reading more interesting, which in turn, made her motivated to read.
After giving the student interview, I also gave her the Elementary Reading Attitude Survey. This survey gave me insight into her feelings and attitude towards reading. After talking about each of the questions with the student, I was able to tailor instruction by what motivated her and what she was interested in.