Research shows that reading engagement and enjoyment not only predict academic success; they foster resilient learners, capable of navigating challenges and adapting to new situations.
However, reading enjoyment is at an all-time low, with over half (56%) of children and young people aged 8 – 18 reporting that they don’t enjoy reading in their free time (National Literacy Trust, 2023).
So, what makes us want to read? And how can we help more young people fall in love with reading?
Intrinsic vs. Extrinsic Motivations:
Our reasons for reading fall under two main umbrellas: intrinsic motivations and extrinsic motivations. Intrinsic motivations are the internal drivers, like the joy of getting lost in a story or the curiosity to learn something new (Guthrie, 2004). Extrinsic motivations, on the other hand, come from external sources like grades, rewards, or social pressure.
While both types can play a role, research suggests that intrinsic motivations are key for long-term reading engagement and success (Schiefele, 2012).
Fuelling the Fire:
How do we nurture those intrinsic flames? Here’s where the research gets exciting:
Choice Matters: Giving readers control over what they read empowers them and sparks interest (Guthrie, 2007). Try to make sure you’re offering a variety of non-fiction texts alongside fiction for every reading level. Interviews, articles, historical accounts, and how-to guides can cater to different interests and ignite curiosity about the real world. Representing diverse voices and perspectives is also important. Ensure your classroom library reflects the diversity of your students and offers texts featuring characters and topics from various backgrounds and cultures.
Talk it Out: Discussing both fiction and non-fiction texts with peers, teachers, or family deepens understanding and creates a shared experience, enhancing enjoyment (Roser & Walker, 2018). Reading clubs, read-alouds, and small group discussions can all play an important role. Dedicate time to discussing and engaging with different types of texts in class. Show students how valuable and exciting non-fiction can be, not just for learning new information but also for sparking curiosity and critical thinking.
Challenge Accepted: Offering texts that match a reader’s skill level but push them slightly beyond their comfort zone fosters a sense of accomplishment and growth (Guthrie, 2004). Scaffolded instruction and guided reading practices can help here. Don’t forget to also incorporate non-fiction challenges, like researching a historical figure further or explaining a scientific phenomenon. Provide audiobooks and other accessible formats to cater to diverse learners and ensure everyone can participate in reading activities.
Make it Meaningful: Connecting reading to real-world experiences and personal interests helps readers see the value of reading and its impact on their lives (Gambrell et al., 1996). The value a learner places on reading is critical to their success. Reading for meaning across your curriculum, taking time to read about local and global affairs, and tapping into special interest subjects can all help reluctant learners find purpose in reading.
Reading motivation is complex and individual. Experimenting with different strategies and tailoring them to your class is key. By understanding the research, incorporating a diverse range of texts, and creating an inclusive classroom, we can unlock the joy of reading for everyone, one page at a time.
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