1. Motivation, Engagement, and Reading Comprehension Lisa C. Hendricks June 2012

2. Increasing Motivation and Engagement in the Brain Make learning Relevant Time Movement Anticipation and Curiosity Give Feedback Jensen, 2005

3. Motivation, Engagement and the Brain Most of what we learn is unconsciously learned Retention is increased with more engagement Jensen,2005

4. Motivation and Engagement Extrinsic Motivation Rules Sticker Eventually reduce intrinsic motivation Intrinsic Motivation Interest Desire Improves understanding Want students to read because they want to read Intrinsic vs. extrinsic motivation McRae & Guthrie, 2008; Williams, Hedrick, & Tuschinski 2008

5. What does engaged reading look like? Explicit Instruction Variety/Interest/Relevance Choice Attainable Success Social Interactions CORI

6. Explicit Instruction Explicit Reading Models (Gambrell, 1996) Reading Workshop Model- explicit instruction, practice, and additional support Reading Comprehension and Fix up Strategies Think Alouds Cunningham & Allington, 2003; Gambrell, 1996; Harvey & Goudvis, 2000; Serravallo, 2010

7. Variety/Interest/Relevance Variety books Interests personal interests interest inventories Relevance authentic literacy real world experiences reflective of personal culture Duke, Purcell-Gates, Hall, & Tower, 2006; Edmunds & Bauserman, 2006; Serravallo, 2010; Williams, Hedrick & Tuschinski, 2008;

8. Choice Meaningful Select for own reasons and purposes (Gambrell, 1996) Can choose based on interest or level of text Talk Up Books (Serravallo, 2010) Teach students how to choose just right books, so they can be successful when reading independently Likely to increase students’ use of specific strategies Promotes independence Empowering for students Develops intrinsic motivation Edmunds & Bauserman, 2006; Gambrell, 1996; McRae & Guthrie, 2008; Serravallo, 2010; Turner & Paris, 1995; Williams, Hedrick, & Tuschinski, 2008;

9. Attainable Success Goal Setting Challenging texts McRae & Guthrie, 2008; Serravallo, 2010; Turner & Paris, 1995

10. Social Interactions Discussions about books Literature Circles/Book Clubs Discussions increase understanding and accountability with one another Peers can be positive role models for one another Edmunds & Bauserman, 2006; Gambrell, 1996; McRae & Guthrie, 2008; Turner & Paris, 1995; Williams, Hedrick, & Tuschinski, 2008;

11. CORI Concept-Oriented Reading Instruction Instructional format designed to increase engagement 3 rd -5 th grade Merges reading comprehension skills with science knowledge Guthrie, 1996; Guthrie, McRae, & Klauda, 2007

12. In Summary… Intrinsic Motivation Explicit Instruction Variety/Interest/Relevance Choice Attainable Success Social Interactions

13. References Cunningham, P. M. & Allington, R. L. (2003). Classrooms that work: They can all read and write (3rd ed.). Boston, MA: Allyn and Bacon. Duke, N. K., Purcell-Gates, V., Hall, L. A., & Tower, C. (2006). Authentic literacy activities for developing comprehension and writing. The Reading Teacher, 60 (4), 344-355. Edmunds, K. M. & Bauserman, K.L. (2006). What teachers can learn about reading motivation through conversations with children. The Reading Teacher, 59 (5), 414-424. Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher, 50 (1), 14-25.

14. References, cont. Guthrie, J. T. (1996). Contexts for engagement in literacy. The Reading Teacher, 49 (6), 432-445. Guthrie, J. T., McRae, A., & Klauda, S. L. (2007). Overview of concept-oriented reading instruction (CORI). LDOnline. Retrieved from http://www.ldonline.org/article/35744/ Harvey, S. & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. Portland, ME: Stenhouse Publishing. Jensen, E. (2005). Teaching with the brain in mind (2nd ed.). Alexandria, VA: ASCD

15. References, cont. McRae, A. & Guthrie, J. T. (2008). Teacher practices that impact reading motivation. LDOnline. Retrieved from http://www.ldonline.org/article/35746http://www.ldonline.org/article/35746 Serravallo, J. (2010). Teaching reading in small groups: Differentiated instruction for building strategic, independent readers. Portsmouth, NH: Heinemann. Turner, J. & Paris, S. G. (1995). How literacy tasks influence children’s motivation for literacy. The Reading Teacher, 48 (8), 662-673. Williams, L. M., Hedrick, W. B., & Tuschinski, L. (2008) Motivation: Going beyond testing to a lifetime of reading. Childhood Education, Spring, 135-141.