Literature Review

Erica Shelley
READ 650
April 22, 2015

Part 1

What is motivation? How do we motivate people? More specifically, how do we motivate

our students? As a future teacher, these questions have driven me to do some research on the
topic of motivation, and how to motivate my students to read. Research tells us that motivation is
different for all students. There are 2 types of motivation: intrinsic and extrinsic. Intrinsic
motivation is when a student engages in an activity or learning because he or she gets a personal
reward regardless of an external reward (Komiyama, 2009, p. 34). It is more driven from within
oneself. Extrinsic motivation is when a student is motivated to perform a behavior to earn a
reward (Komiyama, 2009, p. 34). The motivation is usually driven from an outside source.
Because teachers often times have a classroom full of students who are motivated in many
different ways, I decided to do research on motivating students, specifically motivating students
to read. I wanted to find out how to effectively motivate my students, especially the ones who do
not care about school.
In the research article Motivating and Engaging Students in Reading by Cambria and
Gutherie, the authors conducted a quasi-experimental research experiment on motivating
students to read. They discussed how motivation and skills go together. They believe when
students are engaged and successful in their work, they are motivated and vice versa. When
students are motivated, they are engaged and successful in their work (Cambria & Gutherie,
2010, p. 21). The researchers also described motivation as more than just doing what you are
supposed to do, but yet values, beliefs and behaviors of an individual (Cambria & Gutherie,
2010, p. 22). This theory relates back to Komiyama's description of intrinsic versus extrinsic
motivation because students are motivated by different things. The structural coherence of the
article made it easy to see how their research proved that giving students tasks they can succeed
in, leads to motivation.

One common theme that kept showing up in all the articles I read was student value in
relation to motivation. By that, I mean what each student values, determines how they are
motivated. It's such a simple idea to take student interest and use that to build a foundation of
motivation for their learning but I kept asking does that really work? Barbara Marinak,
Jacquelynn Mallory and Linda Gambrell conducted a study on research-based practices that were
known to motivate students, specifically in reading. Each of those practices shared a common
thread and that was student interest. The researchers discovered that by using a topic of interest
to a student, they engaged early on in the reading and trust was built between the teacher and
student, which is also a key in motivation. They also discussed how it is important to have clear
expectations, engaging tasks and goals from the get go, to hook those highly unmotivated
students in the beginning. Another discovery from this research article that I found to be
extremely interesting was that the researchers found that by starting with student interest, the
learners are motivated intrinsicly (Marinak, Mallory, Gambrell, 2010, p. 507). It makes sense,
because if the students are learning about something they want to learn about, they will instantly
be engaged without an outside source of reward.
Research also tells us that students have to have instruction on their level to be engaged
and motivated (Komiyama, 2009, p. 35). When I think back to my educational experiences, I can
relate to being unmotivated when I didn't understand the instruction or material. For students, it
is vital for their motivation and engagement to have differentiated instruction because a lack of
success leads to a lack of motivation. Reiko Komiyama discusses the CAR model in her article
CAR:A Means for Motivating Students to Read, to describe the components of motivation:
Competence (C), Autonomy (A), and Relatedness (R). This model helps teachers give students
tasks they understand, they can do independently and something that allows for them to make
connections with their classmates and teacher (Komiyama, 2009, p. 36).Out of those 3 aspects of

the model, autonomy is the one I had never really thought about until reading this article.
"Students feel satisfied when they feel that they are in control of their own behavior. Their sense
of autonomy can be influenced by opportunities to choose topics and tasks as well as factors such
as rewards and feedback" (Komiyama, 2009, p. 35). Along with that, students have to have
opportunities for success in reading for them to want to try. Who wants to keep trying something
if it is a guaranteed failure? In the same way, we have to create differentiated instruction for our
students that lends itself to opportunities for success.
All of the articles I read listed research-based practices as ideas for motivating students to
read, such as the ones listed above: student choice and interest, differentiated instruction,
opportunities for success, etc., but one article I read took at different road to motivating students.
In the article When Reading Gets Ruff: Canine-Assisted Reading Programs, the authors Lane and
Zavada conducted a study on using a canine-assisted program to enhance student motivation. I
found this article to be incredibly interesting. The researchers tried to find a way to get hesitant
readers to open up and read by bringing in a canine into classrooms for students to read too. The
idea behind the program was to allow for students to read in an environment where they didnt
feel intimidated and felt less stressed. The idea of reading to a dog is relaxing because they know
they are not going to be judged. This type of program is a form of Animal Assisted Therapy
(AAT) and offers a different twist to motivating your students. When thinking about the
practicality of the Canine-Assisted program, not all schools would allow for dogs to be in their
buildings, but teachers could still use the idea of creating a safe environment for students where
they feel brave enough to read. Teachers could even have a stuffed animal corner, where students
can chose which animal they want to read too.
In relation to the out of the box motivator, the Canine-Assisted Program, Michael
Putman and Carolyn Walker conducted a study on informal learning environments. They decided

to study what effect informal learning environments had on student motivation, if any. The
authors define an informal learning environment as places such as gardens, museums,
cultural centers, and so forth (Putman, Walker, 2010 p. 140). Their research results showed that
when the students from their study were placed into a more comfortable, creative environment,
students were much more engaged and motivated to read. That idea made me think back to the
idea of the Canine-Assisted Program because the students were in an environment (with a dog)
where they were not afraid of making a mistake. In a similar sense, students of an informal
environment are in a more comfortable setting, which can be more motivating. For some students
an informal learning environment can almost be over-stimulating. Due to that, Putman and
Walker discussed different strategies to keep students focused such as short but meaningful tasks,
repeated exposure to the informal learning environment, and one-on-one meetings with students
in the setting to ensure that students are focused and engaged rather than distracted. Both the
Canine-Assisted Program and the Informal Learning Environment programs may be very
specific types of motivators, but both programs have over-arching themes as discussed with the
more broad research articles.
Part 2
Purpose
After conducting research on motivating students to read, this study enables me to take a
deeper look at motivation within my own classroom. I currently do not have my own class, but
will in the fall and Im glad I have done a study on motivation before teaching. This study has
made me realize that all students are motivated differently, and some may be harder to motivate
than others. There were 2 themes that stuck with me the most, and they were differentiated
instruction and student choice. I realized that when students have the choice in what they get to
read or learn, its almost like an automatic kick-start for learning. I also took note of how much
of an effect differentiated instruction can have on students. It made me think back to my student

teaching experience when I had a broad range of instructional levels in my classroom. I thought
of 2 students in particular; One who was a straight A student bored with school, and the other
who was reading on a 2nd grade level in 4th grade. It was almost easier for me to work with the
struggling reader because I could see her growth and easily engage her, but with my advanced
student I couldnt find a balance of challenging but engaging work for him. It makes me want to
go back to that time and to the advanced student and find materials that were intriguing to him,
to engage him because everything I offered was too simple or not interesting. Once I have my
own classroom I will be sure to conduct student interest surveys and reading self-efficacy
surveys so I can get to know my students from the get go, so I know how to engross them in
reading.
Guiding principles
When thinking about the research on motivating students to read and how to apply that to
my classroom, I plan on using the Sociocultural Learning Model of Reading as a foundation to
application. This theory correlates specifically to a students learning environment which was
discussed previously in this review. The theory discusses how a learner is a part of the learning
community. Knowledge is present when students are socially engaged in discussion of
collaborative-learning activities (Alexander, Fox, 2004, p. 50). This theory makes me think
about the type of environment I need to create for my students. As discussed in the CanineAssisted Program research and the research on the informal learning environments, students are
often motivated by their environment and how they feel in that place.
I also plan on using Reiko Komiyamas CAR model to help facilitate motivation within
my classroom. Her research proved that giving students assignments and tasks using the CAR
model, increased their motivation and their academic success. The 3 components of the CAR
model, competence, autonomy, and relatedness, touch on many motivational factors and theories
from other research articles as well. When students are given work that challenges them, but

doesnt defeat them, they are easily engaged. When students have choice in what they learn or
read, they are more motivated to do so. When students can use what they are reading or learning
and relate it to their lives, their classmates or teachers, making those connections also motivates
them. I think using this research-based model as a foundation of motivation in my classroom will
lead to student success.
Research Question
All the research I read on motivating students to read was extremely helpful and actually
motivated me to motivate my (future) students. Even with everything I learned and studied the
life-long learner mentality kicked in and still made me question a few things. For me, how can
I smoothly (and easily) integrate motivational practices into my instruction so that its not a
separate component of teaching? In reference to my students, is there really a way to motivate all
students? What about the students who still dont respond after all the best motivational practices
have been applied? Is that even a possibility? With those teacher and student questions, I know I
will discover answers as I teach. Research is often trial and error, and that applies to the
classroom as well.
Method
Just like with any research, to answer questions you have to have an outline of what you
are looking for, who is involved, what you will be using, how you will be collecting data and
analysis of that data. Below is a breakdown of my methodical outline.
Participants: The participants in my research on motivating students to read would be
selected by me, their teacher. The participants will be my control group during this intervention
and will be exposed to the materials used in the research. I will interview the students using by
giving a reading, self-efficacy survey to see how my students feel about reading and how they
perceive themselves as readers. From that survey data and reading scores I will choose 5 students
to participate in the study. These selected students will have to fit the criteria of unmotivated
which is defined in this study as undetermined, disengaged and careless in their work. I will have

4 students who are below grade level, and 1 student above grade level who are unmotivated so I
can see how motivation effects students of different instructional levels. I will be sure to get
permission from their parents to allow them to participate in the study and also let the students
know they are a part of my research.
Materials: As mentioned earlier, I will be using a reading, self-efficacy survey which will
be my first material used in this research. I will also need books of student interest on their
instructional level, as well as books on their topic of interest on their independent reading level
to send home with them to read. I will also need a form of reward such a stickers, candy, prizes,
etc., to give to the students as they engage and improve.
Method and Data Collection: I will begin this research at the beginning of the year,
starting in September using the experimental research design. I will be using Komiyamas CAR
model as the basis behind my research. By starting in September, it will give me several weeks to
get to know the students and their personalities before giving the survey. I will then wait until
November to start research so I will have data that depicts students before the motivational
intervention. Lastly, I will collect data from November to March, recording student motivation
and scores to see if my motivational strategies that I implemented helped the students engage in
reading and increased their scores. I will also have notes and annotations from informal
conversations with the students throughout the research time period about the students
motivation and improvement.
Data Analysis: I will be using descriptive analysis to analyze the data. I will analyze the
data by taking student test scores and surveys given throughout the course of the research and
compare it to the data from before the research started. The data analysis should take about 2 or 3
days, which I will do for an hour after school every day.
Educational Importance
This study on motivating students to read is applicable to all teachers, especially those
who teach reading. Even teachers who dont teach reading can take some of the key components

of motivation discussed in this review and apply them to their classrooms. This study is valuable
because it helps teachers see the importance of motivation. Teaching is so much more than just
delivering instruction, but truly getting your students engaged and taking ownership of their
learning. This article also depicts the importance of differentiation which I think is often times
forgotten. When students arent being taught on their instructional levels, they disengage. I think
thats something everyone can relate too, even as adult learners. The study of motivating students
to read could really benefit the educational field by increasing student success. Every teachers
desire is to help their students learn and succeed. Motivation is the perfect starting point to build
every students ladder to success.
References
Alexander, P., & Fox, E. (2004). A historical perspective on reading research and practice.
Theoretical Models and Processes of Reading, 33-68.
Cambria, J., & Guthrie, J. T. (2010). Motivating and engaging students in reading. New England
Reading Association Journal, 46(1), 16-29.
Carkenord, D. M. (1994). Motivating students to read journal articles. Teaching Of
Psychology, 21(3), 162.
Greene, P., Kandyba, C., McDonald, C., & Stevens, T. (2000). Motivating Students to Read, 192.
Komiyama, R. (2009). CAR: A means for motivating students to read. English Teaching Forum,
47, 32-37.
Lane, H. B., & Zavada, S. W. (2013). When reading gets ruff: Canine-Assisted reading
programs. Reading Teacher, 67(2), 87-95.
Marinak, B. A., Malloy, J. A., & Gambrell, L. B. (2010). Engaging readers: Research-based
practices that nurture the motivation to read. International Journal of Learning, 17(5),
503-511.
Putman, M., & Walker, C. (2010). Motivating children to read and write: Using informal learning
environments as contexts for literacy instruction. Journal of Research in Childhood
Education, 24(2), 140-151.

Servilio, K. (2009). You get to choose! Motivating students to read through differentiated
instruction. 5(5), 1-11.