1

Bridget Lasorsa
Final Synthesis Paper
5/13/14
Interest in Motivation/Engagement

This year, for the first time in my five years of teaching, I have noticed a huge deficit in
student motivation with my fifth grade students! This is my fifth year teaching, and before this
year I have taught only in the primary grades. Between my first, second and fifth grade students
I have noticed a drastic difference in student motivation or lack thereof, particularly in reading
instruction.
Since I have noticed a huge deficit in student motivation with my fifth grade students I
was eager to research student motivation specifically in reading instruction. This topic is
important to me because I feel like many of my students are not motivated and not finding
enjoyment in their daily reading. This is a problem for me! I want my students to enjoy the love
of reading, especially since I am their Literacy teacher. I understand that reading might not be
everyones strength, but I want my students to be prepared for middle school as well as their
future schooling.
Engaged Learning
What is your definition of engagement? Is it a quiet room where the students are
completing worksheets, sitting in rows, giving little control, and having little choice? Absolutely
not! Throughout my research, I looked to find different ways to engage and motivate my
students as best as I can in the classroom (focusing on literacy).
Fully engaged learners intrinsically invest in their studies throughout their school years;
develop a sense of belonging (to classroom, schools, communities, and learning in
general); build self-esteem; find school a place of personal value; and are much more
likely to stay in school. Failure to consider engagement as a multidimensional
phenomenon works against genuine, enriched learning. (VanDeWeghe, 2006, p. 89)
According to Fredricks, Blumenfeld & Paris (2004), there are three different types of
engagement: behavioral, emotional, and cognitive. In behavioral engagement students are
following directions, paying attention, and participating in classroom discussions. In emotional
engagement students are willing to do the work that the teachers give. In cognitive engagement
students are showing effort in comprehending basic skills to complex skills (VanDeWeghe,
2006).
Motivation
According to Naeghel, Van Keer, & Rosseel (2012), research has shown that as students
grow older their reading motivation declines. Why is it that students find it more valuable in
learning to read than reading to learn? I am still searching for these answers!
2

Extrinsic (Controlled) Motivation versus Intrinsic Motivation (Autonomous)
When students are extrinsically motivated they are reading for some type of extrinsic
reward. The reward could be something as simple as a sticker, piece of candy, or a larger reward
such a special party. Naeghel, Van Keer, & Rosseel discuss two types of controlled motivation
such as external regulation and introjected regulation. When students are externally regulated
they read to avoid a punishment or to earn a reward. An example of avoiding a punishment in
my classroom would be if students do not do their daily reading homework they will give up one
ticket (which can be used in the future at the student store). An example of earning a reward in
my classroom would be once students read enough books and pass enough quizzes in
Accelerated Reader (AR), they will earn a party! Introjected regulation is when the students are
feeling internal pressure. When a boy reads a book because he would feel like a good boy
only if he does so, he is displaying introjected regulation (Naeghel, Van Keer, & Rosseel).
In reading when students are intrinsically motivated it means that they are reading for the
sake of reading. These students who are reading intrinsically or autonomous are not reading to
earn a reward! Intrinsic motivation is the prototype of fully autonomous or self-determined
behavior and therefore represents the most optimal type of motivation (Naeghel, Van Keer, &
Rosseel, 2012).
I would prefer my students to be intrinsically motivated; like I explained earlier I want
my students to read for the enjoyment of it. Unfortunately in todays society I feel like teachers
are motivating students extrinsically. Every time students pass an AR test (or similar type of
reading comprehension test) they are receiving a reward. Unfortunately by doing this students
are only reading because they are in return earning a reward. Cambria & Guthrie (2010) explain
that extrinsically motivating students to read does not have a long-term positive effect on their
reading. Students who are extrinsically motivated will not continue to read without some type of
reward.
Motivations to Read: Interest, Confidence, and Dedication
According to Cambria & Guthrie (2010), there are three types of reading motivation;
interest, confidence, and dedication. There are two forms of interest motivation; situational and
enduring. Situational interest is when a student is interested in something right now and might
not be interested in it tomorrow or the following week. Enduring interest is when a student finds
something he or she is interested in and could be interested in this topic long-term. The student
might be interested in graphic novels and then with teacher support the student reads more and
more graphic novels because of the high-interest level.
Belief in yourself is more closely linked to achievement than any other motivation
throughout school (Cambria & Guthrie, 2010). Students, who are confident in reading,
continue reading and become successful at reading and comprehending text. Students who are
not confident in reading may give up because they feel like they will not succeed.
3

The reason to read in this case is the students belief that reading is important, the
students persistence in reading whatever the assignment, and the students organization that
enables them to put forth effort effectively. We call this dedication (Cambria & Guthrie, 2010).
I have noticed that several of my students lack dedication. I asked one of my students, Why
havent you taken any AR tests in the entire month of April? He responded, Because I dont
really like to read anymore. This makes me think of interest and dedication motivation. He
does not seem to be interested in reading, but he also does not have dedication. He does not see
the point or value in reading!
Ways Teachers Can Foster Student Reading Motivation
Teacher Support
Studies have shown that when teachers show support for their students, these students
became more behaviorally, emotionally, and cognitively engaged. These studies are based on a
variety of measures of behavior (e.g., participation, work involvement, and conduct) across
diverse samples in the elementary, middle, and high school years (Fredricks, Blumenfeld, &
Paris, 2004).
Peer Relationships
Van De Weghe (2006) discusses how students who feel accepted by their peers feel more
connected and engaged in their school setting. I have found that when I allow my students to
work cooperatively in groups or partnerships they become more engaged and are more excited to
learn about the content.
Choice
Cambria & Guthrie (2010) share that choice can be a great motivator for students in the
classroom. Here are some ways I give students choice in my classroom. Students are allowed to
chose the books they would like to read which could be from the classroom library, school
library, city library, or personal books from home). Even though students are encouraged to read
on their AR reading level, they are allowed to read books for fun. Another way I give my
students choice is by giving students a research project and letting them chose how they want to
present their research. Past examples are students creating a PowerPoint, essay, poster, picture
book, a combination of one or more, etc. I have noticed that when I give my students choice on
how they want to present their projects, they become more engaged, enthusiastic, and creative
when creating them.
Classroom Structure
Teachers who are clear in their expectations and provide consistent responses have
students who are more behaviorally engaged (Fredricks, Blumenfeld, & Paris, 2004). Teachers
need to set clear expectations and guidelines in the classroom so that students will have a better
4

chance at becoming engaged. Students also need to feel comfortable and safe in their classroom
if you want them to become emotionally and behaviorally engaged.
Graphic Novels
"Because meaning making has become increasing multimodal, our definition of literacy
needs to encompass not only the textual, but also the visual, the spatial, and the aural" (Chun,
2009, p. 145). Teachers can use graphic novels when incorporating history and reading of text.
Students become more engaged when reading a graphic novel as opposed to reading regular
history books (Chun, 2009). I have been reading more and more research about the use of
graphic novels in the reading classroom. I now incorporate graphic novels whenever I am able
to. Right now in the Ladders books there is a graphic novel to teach information about the
western United States. The students are interested and engaged even though it is about history.

Motivation Intervention: Marinaks Study
In this study the participants took a preintervention in October and a postintervention
assessment in May. During September- December the fifth-grade team had bi-weekly meetings
to plan the motivation intervention they wanted to implement to help motivate and engage their
students in reading. The teachers then implemented the motivation intervention plan during the
second half of the year (January-June).
The teachers implemented three motivation interventions; student selected read-aloud,
jigsaw strategy, and book clubs. Next I discuss how I implemented this motivation intervention
in my own classroom.
Motivation Intervention: My Own Study
Since I have noticed a lack of reading motivation and engagement in my classroom, I
decided to start a motivation intervention in my classroom. I adapted the Reading Motivation
Intervention plan from Marinak (2012). Marinaks Intervention Motivation consisted of three
parts: student selected read- aloud, jigsaw strategy, and book clubs. In my motivation
intervention I implemented all three parts but adapted them to fit my students needs. This is
how I implemented the motivation intervention in my classroom.
Research Questions
-What are some ways to motivate and engage students in my classroom?
-Would implementing a motivation intervention in my classroom help motivate and engage my
students?
-Would a student selected read aloud, learning nonfiction text with a jigsaw strategy, and book
clubs help motivate and engage my students?

5

Student Selected Read Aloud

I started out by introducing eight read aloud books to the class (four fiction and four non-
fiction). I read the book jacket, back page, or a paragraph of the book to spark students interest.
I shared the books with the students on Wednesday. Students then have three days to browse
through the books and see which book they would like for me to read. On Friday, students vote
for their favorite book. On the following Monday I read the book aloud.
If students choose a picture book, I will read the entire book. If students choose a chapter
book, I will read one to three chapters depending on time and student interest. I remind the
students if they like the chapter book, they can go to the library the following day and check it
out. I do not want to be wasting my time along with students time, reading a whole entire
chapter book when only a few students are interested! I read only a few chapters in a chapter
book, and this way students who like the book will check it out. Students who do not like the
book will not check it out.

Here are the students selections so far
Week 1: Substitute Creature (Fiction Picture Book)
Week 2: Michael Recycle Meets Litterbug Doug (Non-fiction Picture Book)
Week 3: Hoot (Fiction Chapter Book)
Week 4: Close to Famous (Fiction Chapter Book)
Week 5: A Week in the Woods (Fiction Chapter Book)
Week 6: Graphic Novel: How the Leopard Got His Spots (Non-fiction Picture Book)
I will continue the student selected read aloud for the remainder of the year.

Jigsaw or Expert Teaching

Students read a combination of fiction and non-fiction text. In fifth grade, the students
have Ladders books. They are called Ladders books because the text is scaffolded from below-
grade level to above-grade level. There are four different levels. The books have the same
stories, content, and vocabulary but the text is leveled in difficulty.
There are multiple stories (typically three) in the Ladders books. I assign each group to
be an expert in one of the stories. The students are given one week to read (and re-read) the text.
The group members come up with a way to present their fiction or non-fiction text. Some groups
have created PowerPoints, posters, summaries, etc.
Students seem to enjoy this jigsaw or expert teaching strategy! The groups really
own their text that they are in charge of teaching, and they do a great job at teaching and
presenting to the rest of their classmates. As they present, they answer their classmates
questions and clarify anything from the text that may have been confusing.

Book Clubs
Every Friday students meet with their groups to discuss the book they are all reading. I
have assigned each group (four groups total) an assigned text. I assign the text based on
students reading level. (Typically each group gets two weeks to complete a book because I still
want them to have choice on other books they would like to read). I wish I could give students
more choice on this but I want them to be successful in what they are reading so that is why I
assign the text based on their reading levels.
6

Book Club
Week 1

Questions to help guide your reading discussions
1. Do you like the story so far? What do you like? Dislike?
2. What has happened in the story so far?
3. Do you have any questions about the book so far? This is the perfect opportunity to ask your
group mates who are all reading the same book as you!

*You do not have to write any of these questions down. I want you to simply discuss the book
with your group mates.
*Remember school rules as well as discussion rules!

Enjoy your book discussion.
~Ms. Lasorsa

Book Club
Week 2

Questions to help guide your reading discussions
1. What parts of the story did you like? Dislike?
2. How did the story end?
3. Did you like the ending?
4. If you were an author would you have changed the ending or kept it the same?
5. Discuss the beginning, middle, and end of the story.
6. Any questions about the book that your group members can help you answer?
7. Would you recommend this book to a friend? Why or why not?

*You do not have to write any of these questions down. I want you to simply discuss the book
with your group mates.
*Remember school rules as well as discussion rules!

Enjoy your book discussion.
~Ms. Lasorsa

Questionnaire/ Survey
Although I considered using Flynt & Cooters Reading Attitude Survey, I thought
creating my own would be more beneficial. I gave out the Reading Attitude Survey which is
geared for students in the elementary grades (kindergarten through fifth grade). I also created
my own questionnaire for my students. This was difficult, because I wanted to ask questions that
were relevant to the motivation and engagement of reading. If I decide to use my own
questionnaire/survey next year I will modify it.



7

Ms. Lasorsas Survey/ Questionnaire

Students Name:___________________________________________________________
Age:_____________
Date:________________________ Grade:_________
Examiner:_____________________________________

1. Do you feel accepted by your classmates?

2. Which teachers make you feel accepted?

3. Do any of these teachers make you feel unaccepted?

4. Do you feel safe in your classroom?

5. Do you feel like you are being intellectually challenged?

6. How do you feel about working with individually? In small groups? Whole group?

7. How do you like reading in small groups? How do you like buddy reading with the first
grade students? How do you like discussing your novels with your group?

8. How do you like choosing your read aloud?

9. Do you understand the classroom/school rules?

10. When given an assignment from your reading or math teacher, do you understand what is
expected from you?

11. Do you feel confident in reading, math, writing, etc.?

12. Do you feel accepted at home?

13. Do you feel safe at home?

14. Does your family members help you with your reading and math homework? Which
ones?

15. Anything else you would like to share?





8

Data Analysis
All names are pseudonyms.
Names Engaged Time
(overall school year)
Passing AR Quizzes
(before the
implementation of
the Motivation
Intervention)
Passing AR Quizzes
(after the
implementation of
the Motivation
Intervention)
Anthony 10 minutes per day 25/30 82.7% 2/3 82.7%
Rick 12 minutes per day 43/50 81.8% 6/7 81.4%
Jack 26 minutes per day 57/62 82.4% 7/8 76.3%

This data is from Accelerated Reader (AR) Reports. The goal for engaged minutes for
Goldfarb Elementary School is 30 minutes. Anthony and Ricks engaged minutes are quite low
and have been low this entire year and that is why I was concerned with these particular students.
Jack is close to Goldfarbs goal of 30 minutes of engaged reading.
Students should be passing AR quizzes with an 85% or higher. These three students
passing scores are a little low, but I am impressed with how well they are testing on their
independent reading level (IRL). Anthonys IRL is 4.3, Ricks IRL is 3.1, and Jacks IRL is 3.2.
As I was looking at the passing scores, before and after the implementation of the
Motivation Intervention I was upset and became discouraged with the results. As I analyzed the
results further, I wanted to mention that my students have been high-stakes testing the past
month. From April 7-11
th
, my students took the Reading and Science CRTs. I did not make it
mandatory to take any AR quizzes this week because I wanted them to focus on CRTs. April
14-18
th
my students were on Spring Break. They were encouraged but not required to read
during their break. When the students returned from Spring Break they took their Writing
Proficiencies. The following two weeks April 28- May 9
th
, the students were taking their Math
SBACs (which our school piloted only the fifth-grade math SBAC). Since my students have
been taking high-stakes tests, I have not been as strict about requiring them to take at least one
test per week.
Changes for Next Year
If I do not use my own questionnaire; a questionnaire I will consider using next year to
measure my students reading motivation is the Motivation for Reading Questionnaire (MRQ)
which was created by Wigfield & Guthrie (1997). I will use this questionnaire because it
measures different types of reading motivation such as reading efficacy, reading challenge,
reading curiosity, reading involvement, importance of reading, reading work avoidance, and
many more. (There are eleven total constructs of reading motivation).
9

Another change for next year will be that I will start the motivation intervention at the
beginning of the school year. I will continue the motivation intervention throughout the entire
year. If I need to I will make modifications and adaptations to the intervention.
A final change that I would make is to see if I can come up with another way to measure
the students motivation. I am not sure how accurate and helpful the AR reports are for me as a
teacher to measure students reading motivation and engagement.
Conclusion

Throughout my research I learned that there is a difference between motivation and
engaging students. I have learned the difference between extrinsic (controlled) and intrinsic
(autonomous) motivation. As an educator I want to be able to teach my students to become
intrinsically motivated to become better readers!
I have learned that there are different ways to help foster student motivation; such as
students having teachers support, students collaborating with their peers, students having choice
in the classroom, the teacher setting the routines and procedures in a safe environment, and
incorporating graphic novels. All of these strategies will help students become more engaged
and ultimately intrinsically motivated to become better readers.
There is not formula or off-the-shelf program for motivating students. The good news
is that teachers can rapidly learn to be more effective at encouraging engagement (Cambria &
Guthrie, 2010). From the research I have read, I have learned that there will never be a program
that will help me in motivating my students! I will try the motivation intervention again next
year with my new group of students and I will make modifications with my students throughout
the school year. I am hoping this motivation intervention will become successful with my next
group of students!


















10

References
Cambria, J., & Guthrie, J. T. (2010). Motivating and engaging students in reading. The
New England Reading Association Journal, 46(1), 16-29.

Chun, C. W. (2009). Critical literacies and graphic novels for english-language learners:
Teaching maus. Journal of Adolescent & Adult Literacy, 53(2), 144-153. Retrieved from
http://www.jstor.org/stable/40344359

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the
concept, state of the evidence. Review of Educational Research, 74(1), 59-109. Retrieved
from
http://www.jstor.org/stable/pdfplus/3516061.pdf?&acceptTC=true&jpdConfirm=true

Marinak, B. (2013). Courageous reading instruction: The effects of an elementary
motivation intervention. Journal of Educational Research, 106(1), 39-48.

Naeghel, J.D., Keer, H.V., Vansteenkiste, M., & Rosseel, Y. (2012). The relation
between elementary students recreational and academic reading motivation,
reading frequency, engagement, and comprehension: A self-determination theory
perspective. Journal of Educational Psychology, 104(4), 1006-1021.

Wigfield, A. & Guthrie, J.T. (1997). Relations of childrens motivation for reading to the amount
and breadth of their reading. Journal of Educational Psychology, 89, 420-432.