Consequently, students’ personal achievements and experiences are also the most reliable sources of reading efficacy” (Cabral-Marquez, 2015, p. 467). Setting reading goals are a way for students to see progress and learn how to self-evaluate. “Goals have a directive effect on cognition and behavior, directing attention and effort toward goal-relevant tasks and away from irrelevant activities. Goals also serve an energizing function, which stimulates individuals to exert the effort necessary to match the demands of the task. In addition, goals affect persistence, motivating the individual to persevere over time” (Cabral-Marquez, 2015, p. 464). Using reading logs, not for teachers and parents to keep track of reading minutes, but rather as a tool for students to record and observe how much they have done, raises self-efficacy.
Likewise, improving reading self-concept among our students is often necessary. Students should enjoy reading and see it as an important, life-long skill. Self-concept affects a student’s effort which directly relates to academic achievements. Providing students with positive feedback and praise is important. Praise needs to be specific. For example you could say, “Good job!” However; “Claire, I really like how you used that description of the beach in your writing!” is more precise and effective. Another example is, instead of just saying, “I’m proud of you,” elaborate and continue saying, “I’m proud of you, Michael, for finishing that novel. I know it was long, but you persisted!” “Specific praise is much more meaningful” (Kelly, n.d., p. 1).
Employing strategies to get to better understand a student’s interests and opinions about reading is also beneficial. Using reading surveys are great tools for students to monitor their emotions and for a teacher to gain personal insight. A reading interest inventory aids both the teacher and student in learning what areas of self-concept need to be addressed to improve attitudes towards reading.
Reading lessons, strategies, and skills are important for students to become proficient readers and writers. However, for students like Peter, it is imperative to cultivate the emotional component of literacy. Peter needs extra encouragement to build his confidence or self-efficacy as a reader. To cultivate his self-concept, Peter needs to be provided with opportunities to read material that are of personal interest and engaging to him. This quote from a kindergarten student went viral, “My teacher thought I was smarter than I was – so I was.” It is true that when expectations are high students will generally rise to meet them. We have to believe in children so they learn to believe in themselves.
References
Cabral-Marquez, C. (2015). Motivating readers: Helping students set and attain personal reading goals.
The Reading Teacher, 68(6), 464-472. doi: 10.1002/trtr.1332
Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups
Graesser, A. C., & D’Mello S. (2012). Moment to moment emotions during reading.
The Reading Teacher 66(3), 238-242. doi: 10.1002/TRTR.01121
Jang, B. G., Conradi, K., McKenna, M. C., & Jones, J. S. (2015). Motivation: Approaching an
The Reading Teacher, 69(2), 239-246.
Johnson, D., & Blair, A. (2003). The importance and use of student self-selected literature to
Kelly, M. (n.d.). Effective praise: How to give effective praise. Retrieved from
Teachers Pay Teachers. (n.d.) Reading goals. Retrieved from https://www.teacherspayteachers.com/Product/Reading-Goals-290317
Marinak, B. A., Malloy, J. B., Gambrell, L. B., & Mazzoni, S. A. (2013). Me and my reading
The Reading Teacher 69(1), 51-62. doi: 10.1002/trtr.1362
Malloy, J. B., Marinak, B. A., Gambrell, L. B., & Mazzoni, S. A. (2013). Assessing motivation to read.
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