1989; Ivey & Broaddus, 2001; Lesesne, 2006;
Morrow & Young, 1997; McKenna 2001; Pitcher
et al., 2007; Reeves 2004; Worthy, 2002).
Lesesne (2006) noted that the practice of reading
aloud to students is often seen in elementary
classrooms and should continue in the middle and
upper grades. In a study of over 1000 students,
Ivey & Broaddus (2001) found that when asked
what types of reading activities they enjoyed the
most, there was an overwhelming response by
students that indicated they enjoy hearing their
teacher read aloud. In their research on
adolescent reading motivation, Pitcher et al.
(2007) found that the one reading activity done
by teachers that the students found enjoyable was
reading aloud. In their study of 1,700
adolescents, Herrold, Stanchfield, & Serabian
(1989) found students who were read to by their
teacher on a daily basis had positive changes in
their motivation to read. More specifically,
reading aloud to students in content area
classroom has been an effective instructional
practice. Reading aloud to students has been used
successfully in social studies, foreign language,
and mathematics classrooms (Irvin, et al., 1995;
Richardson, 1997-1998; Richardson & Gross,
1997).
In addition, the classroom should be a bookrich environment. A classroom library full of
books is a key tool in motivating students to read
(Lesesne, 2006). These reading materials should
be of a variety of formats, levels, and topics
(Pitcher, et al., 2007). Further, students are
more motivated to read books containing
information that they are curious about and with
which they can identify. Gallagher (2003)
suggested that a classroom library be ―stocked
with high-interest adolescent reading materials of
all shapes, sizes, levels, and genres, from comic
books to Shakespeare, from picture books to
Sigmund Freud‖ (p.5). Lesesne (2006) noted the
importance of finding books discussing issues of
importance to adolescents. She suggested
learning about students‘ reading habits, interests,
and attitudes and then providing them with books
that appeal to them. Reeves (2004) indicated that
teachers should give their students access to
stories with which different genders, races, and
temperaments can identify. Ericson (2001) found
that teachers who surrounded their non-reading
students with high-interest reading materials for
one year reported a significant growth in their
students‘ enjoyment of reading.
The Role of the Students
Students need to have some influence on their
learning (Newmann, 1989). Therefore, choice is
a powerful motivational tool. Research has shown
that students who are encouraged to choose
reading material have a higher level of motivation
to read that material. Reeves (2004) noted that
young children and adults are allowed to choose
their reading material, but the reading material of
students in the middle grades is often chosen by
the teacher. She suggests that whenever possible
teachers should let students choose their texts.
Guthrie and Wigfield (2000) noted that as
students perceive that their teachers trust them
enough to allow them to make choices, they tend
to increase their effort and commitment to their
learning. Reeves (2004) also suggested that when
students are involved in the decision-making
process of reading they are more likely to feel a
sense of ownership of the reading rather than
viewing the reading as a burden imposed by the
teacher.
Children desire to be in control of their
environment and choice in reading material gives
them the control that they seek (Guthrie &
Wigfield, 2000; Smith &