The Missouri Reader Vol. 36, Issue 1 | Page 25

to read a text – a common practice among
students in middle and high school. She
recommended that whenever possible, students
should be able to choose their reading material,
within whatever limitations the teacher imposes.
Smith and Wilhelm (2002) noted that even if
students are given a limited choice, such as
choosing between books selected by the teacher
or selecting one topic of several chosen by the
teacher to study, the opportunity to choose their
own reading material made them more motivated
to read.
Morrow (1992) conducted a study to motivate
students to read with an intense literature-based
program that asked the students to read an
average of 15 books each between November and
April. Through the results of interviews, Morrow
(1992) concluded that choice plays an important
role in reading motivation. The ability to choose,
such as the choice of what to read or write and
the choice of whether to read or write alone or
with classmates greatly impacted the students‘
motivation to read. These choices increased the
reading motivation of skilled, struggling, and
special-needs readers alike. Similarly, in their
study on adolescent reading motivation, Pitcher
et al. (2007) found that students were highly
motivated to read when teachers allowed them
choice in the books they read, in choosing topics
for assignments, and formats for completing
assignments.
In addition to choosing reading material,
students need to have opportunities to interact
with each other regarding their reading.
Csikszentmihalyi (1990) stated that a ―universally
enjoyable activity is being with other people‖ (p.
50). Reeves (2004) noted that adding a social
aspect into reading adds to the reader‘s pleasure.
Therefore, motivation for reading will increase if
students are allowed to share with others about
their reading (Gambrell, 2011; Gambrell, 1996;
McKenna, 2001). Pitcher, et al. (2007) suggested
that teachers incorporate activities that allow
students to share their reading with others in
activities such as literature circles and book clubs.
Further, Smith and Wilhelm (2002) found that

students working with each other resulted in
intrinsic motivation to read. They suggested that
social interactions regarding reading allows
students to apply the concepts learned during
reading by teaching them to others, sharing their
ideas, arguing points, or critiquing texts. Lesesne
(2006) also emphasized the importance of
providing time in class for discussions about
reading materials, and notes that these discussions
can be either formal or informal. Alvermann
(2000) suggested that discussion among students
is ―a bargain at any price‖ (p.148).

Summary
Students need both the skills to read and the
desire to do so. Motivating students to read is a
difficult goal, but an attainable one. While
extrinsic motivators are easy to use, caution
should be taken to not use them in a way that is
more harmful than motivating. Promising pizzas,
ice cream parties, or pig-kissing are attractive
rewards, but teachers should seek to find other
methods to motivate students to read by creating
a classroom environment that fosters intrinsic
reading motivation in their students.

References
Alderman, M. K. (2004). Motivation for
achievement: possibilities for teaching and learning
(2nd ed.). Mahwah, NJ: Lawrence Erlbaum
Associates, Inc.
Alpert, N. (1991). Students' resistance in the
classroom. Anthropology & Education
Quarterly, 22, 350-366.
Alvermann, D. E. (2000). Classroom talk about
texts: Is it dear, cheap, or a bargain at any
price? In B. M. Taylor, M. F. Graves, & P.
van den Broek (Eds.), Reading for meaning:
Fostering comprehension in the middle grades
(pp. 136-151). New York: Teachers College
Press.

©The Missouri Reader, 36 (1) p. 25