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Reading motivation in the classroom at school

Simona Kavčič (2012) Reading motivation in the classroom at school. Diploma thesis.

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    Abstract

    Reading motivation includes eleven dimensions or elements that are divided in three groups. First group consists of convictions about abilities and efficiency of reading, the latter combines dimensions such as self-efficiency/competence, challenge and avoiding activity. Second group consists of goals and reasons for reading, internal as well as external. Dimensions of internal motivation are; curiosity, immersion and importance of reading while dimensions of external reasons include recognition, reading that gets graded and competitive reading. Third group applies more to the social side of reading and covers sociality and helpfulness. Reading motivation is actually multidimensional and various, so we cannot talk about pupils being motivated or unmotivated for reading in general, but we can say that they are motivated with different methods and for different kinds of reading. Children decide to read for different reasons, different pleasures that reading provides them with; feels of physical and emotional joy. From the previous sentence we can conclude that teacher's knowledge of those various reading dimensions presents the source of decision for different encouragement methods and strategies for each and every pupil and is a key contribution to building bases for developing reading abilities of a pupil. Teacher in a process of developing a dedicated reader tries to accomplish different goals; invoke an interest, encourage positive relationship to reading, elaborate on reading activities and reading accomplishes of pupils and all of those goals combine for the final one: having successful readers in class. According to international research of reading literacy PISA, Slovenian reading literacy has improved from under average (research in 1991) to average (researches in 2001, 2006). More specific research in 2009 has shown us that better results in school are linearly connected with greater enjoyment of reading. Positive effects of quality reading projects from all over the world as well as from our homeland tell us that schools can drastically effect reading motivation of pupils with incentive reading environment. Project ‘Beremo skupaj’ that I have presented in empirical part of my thesis is one of possible ways to encourage and develop reading motivation in school. Project is being evaluated every year and according to positive responds from pupils and teachers and inclusion of the project in yearly working plan of whole school, I consider it being successful. In research part of my thesis I present a level of reading motivation on a chosen school and the results I collected have become a great asset in developing reading motivation of whole class as well as of every individual student and finally derivations from my research led to a fact that those kinds of literally projects are essential and helpful for developing of reading literacy in schools.

    Item Type: Thesis (Diploma thesis)
    Keywords: reading motivation, internal motivation, external motivation, reading literacy, reading pleasures, reading accomplish, reading project, literacy activities, literacy actions
    Number of Pages: 104
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    red. prof. dr. Milena Mileva BlažićMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=9626441)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 1435
    Date Deposited: 15 May 2013 11:37
    Last Modified: 12 Nov 2015 17:36
    URI: http://pefprints.pef.uni-lj.si/id/eprint/1435

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