TO READ OR NOT TO READ?

I VALUE

• Having time to read every day
• Reading for pleasure
• Choice

What can I do to help increase a student's intrinsic motivation to read?

DALLIN

DALLIN

• Just finished 7th-grade
• Transitioning into mainstream English class
• Says he likes reading, but doesn't read
• Works hard in school for grades
• Extrinsic rewards do not work at home

GUIDING RESEARCH

• Mirrors of the Mind
• Self-determination theory/self-motivation
• Intrinsic vs Extrinsic motivation
• Intrinsic vs Extrinsic rewards
• The Book Whisperer

PHASE ONE

PHASE 1 PLAN

• Pre-survey
• Library trip
• Goal-setting
• Read!
• Post-survey

PAGES READ EACH DAY

FINDINGS/REFLECTION

• Great enthusiasm at the beginning
• Quickly waned - only read when I was with him
• Reading is still a chore
• 9 rights of every reader (Pennac, 2006)
• Social aspects of the project were motivating

PHASE 2

ACTION PLAN

• Invite others to read with us (stepbrother/dad)
• Decide what to read (stuck with Divergent)
• Make goals as a group
• Discuss at end of week
• Keep data of progress

PERCENT OF READING GOAL REACHED AFTER 5 DAYS

FINDINGS/REFLECTIONS

• Still a struggle to meet goals
• Social aspect helps, but not enough
• Not everyone would make the pages
• too much of my authority
• Not enough autonomy

PHASE 3

In Phase 1, reading was a chore for Dallin and not much more than a punishment that took him away from friends.
In Phase 2, despite incorporating more people into the plan, there was no change. Reading was still the thing he had to do by himself away from others.
Phase 3 hopes to find the balance between reading as an independent activity and a social one.

ACTION PLAN

• Still reading Divergent
• Will watch movie together when finished
• No time limit
• Instead of meeting to talk, meet to read
• Track progress