Intrinsic v. Extrinsic Motivation
In previous posts in our motivation series, we have learned that confidence and interest are two essential and powerful ways to motivate children to read. Confidence and interest intrinsically motivate children to read. Intrinsic motivation is generated within the child. It means that one does something for its “own sake.” Children who are intrinsically motivated to read do so because of the enjoyment they experience or the knowledge they gain from reading itself. Extrinsic motivation comes from outside sources. Someone gives something to the child. Children who are extrinsically motivated are reading to either earn rewards or avoid punishments. Extrinsic motivators often spur activity and engagement in the short-term, but its effects are not long lasting. An unpleasant side effect of a steady diet of extrinsic rewards for reading can cause children to become more interested in the reward itself rather than in the act of reading. Once the reward has been withdrawn, e.g., the test is over or the thrill of receiving a sticker or small toy has worn off, the students’ motivation plummets.
Dedication
Although confidence and interest are two critical keys in motivating children to read, there are many times where children must read texts in which they have no interest or that are difficult, frustrating reads. How do we motivate children to read in these situations? Reading researcher, John T. Guthrie [1] explains that in order for students to persevere through uninteresting, difficult texts, children must be dedicated. In other words, they willingly choose to “devote time, energy, and persistence to their reading.” Dedication is a choice. Students have to actively choose to be dedicated. Dedicated readers realize that their successes are related to their efforts.
Emphasizing the Importance of Reading
Children choose to be dedicated readers when they value the knowledge gained from reading and believe that reading will help them in the future. Providing children with concrete experiences, e.g.., nature walks, trips to the beach, zoo or aquarium, cooking, gardening, stargazing, taking care of a pet etc., that invoke questions and that are coupled with texts that answer their questions is a great way to help students value the information they learn from reading. Reading and discussing texts that contain poignant or relevant topics is another way for children to value the insights or knowledge they have gained from reading. Children need to be able to see that the text was the source of their new learning. Teaching with well-organized thematic units that begin with a big idea, are followed by subordinate concepts to explain the big idea and the texts that contain the concepts also help children value the importance of reading.
Confidence, interest/choice, and dedication are all intrinsic motivators. They work together to help to create life-long motivated, strategic and competent readers, writers and learners.
Reference:
[1] Guthrie, J.T. (2011) Best Practices in motivating students to read. In L. M. Morrow & L. B. Gambrell, (Eds). Best practices in literacy instruction (pp. 177-198). New York: Guilford Press.