Students are more motivated to read when they have opportunities to be successful with challenging texts (Gambrell, 2011, p.176). Even at 21, I am still embarrassed, and even ashamed to admit when I am reading something that is viewed as “easy” or “simple.” No matter what grade level, when selecting a piece of literature no one likes to pick the books that are labeled as “easy,” which is why struggling readers often pick books that are to challenging. In order to be successful and excel students need to read books that are within their zone of proximal development (ZPD). All students should read moderately challenging books, which require them to put forth some effort, but also allows them to achieve some level of success (Gambrell, 2011, p. 176).
Students need to believe in their own ability to read, because students who believe in themselves are more likely to be successful readers. Every student wants to be viewed as reading challenging texts. One strategy that may get students to select books that are within their ZPD is to label books as “hard,” “harder,” and “hardest,” instead of labeling books as “easy,” “medium,” and “hard.” Struggling readers need to see progress otherwise they have no motivation to keep trying. Success with challenging reading tasks provides students with evidence of accomplishment, resulting in increased feelings of competence and increased motivation (Gambrell, 2011, p.176).
Gambrell, L.B. (2011). Seven Rules Of Engagemant: What’s Most Important to Know About Motivation to Read. Reading Teacher, 65(3), 172. Doi:10.1002/TRTR.01024
Students need to believe in their own ability to read, because students who believe in themselves are more likely to be successful readers. Every student wants to be viewed as reading challenging texts. One strategy that may get students to select books that are within their ZPD is to label books as “hard,” “harder,” and “hardest,” instead of labeling books as “easy,” “medium,” and “hard.” Struggling readers need to see progress otherwise they have no motivation to keep trying. Success with challenging reading tasks provides students with evidence of accomplishment, resulting in increased feelings of competence and increased motivation (Gambrell, 2011, p.176).
Gambrell, L.B. (2011). Seven Rules Of Engagemant: What’s Most Important to Know About Motivation to Read. Reading Teacher, 65(3), 172. Doi:10.1002/TRTR.01024