Email this article 
Hide
Show all
Pathways to Motivate Reluctant Readers: Exploring Teachers’ Perception of Using Children’s Picture Books to Increase English Language Learners’ Reading Motivation
Abstract
Reluctant reading, aliteracy, and readicide are issues that were recently developed as a result of the remarkable decline of learners’ reading motivation. One of the major causes of these vexing issues was the paucity of materials that could be implemented to increase learners’ reading motivation. To fill this gap, the current study explored teachers’ experiences of using children’s picture books to increase students’ reading motivation. Two English as a second language teachers from the fifth and sixth grades participated in this study. Classrooms were observed and both teachers were interviewed at the end of the fieldwork of this study. Findings from classroom observation notes indicated that teachers spent 462 minutes in delivering reading instructions, tasks, and activities. In the same vein, students spent 329 minutes in reading practices throughout the assigned reading sessions. Finally, both teachers affirmed an increasing interest of reading practices in the participating classrooms comparing to previous reading-periods.
Keywords
Full Text:
PDFReferences
Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press.
Anderson, R. C., & Pearson, D. P. (1988). ‘A schema-theoretic view of basic processes in reading comprehension’. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive approaches to second language reading (pp. 37–55). Cambridge, England: Cambridge University Press.
Baker, L., & Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34, 452–477. doi:10.1598/RRQ.34.4.4
Beers, K. (1996). No time, no interest, no way!: The 3 voices of aliteracy. School Library Journal, 42(2), 30-33.
Biancarosa, G., and Snow, C. (2004). Reading next: A vision for action and research in middle and high school literacy—A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
Brozo, W., & Flynt, S. (2008). Motivating students to read in the content classroom: Six evidence-based principles. The Reading Teacher, 62 (2), 172-174.
Chen, Q., & Donin, J. (1997). Discourse processing of first and second language biology texts: Effects of language proficiency and domain-specific knowledge. The Modern Language Journal, 81, 209–227.
Creswell, J. (2007). Qualitative inquiry and research design: Choosing among five approaches (2ed Ed.). Thousand Oaks, CA: Sage Publications, Inc.
Culham, R. (2001). Picture books can help middle schoolers write better. Retrieved January 6th, 2013, from http://www.nwrel.org/nwreport/aug00/picture.html
Culham, R., & Coutu, R. (2008). Using picture books to teaching writing with traits. New York: Scholastic, Inc.
Downing, J. (2005). Teaching literacy to students with significant disabilities: Strategies for the K-12 inclusive classroom. Thousand Oaks, CA: Corwin Press.
Duffy, G. (2009). Explaining reading: A resource for teaching concepts, skills, and strategies (2ed Ed.). New York, NY: The Guilford Press.
Earl, A., & Maynard, S. (2006). What makes a child a reluctant reader? New Review of Children’s Literature & Librarianship, 12 (2), 163-181.
Early, M. (1991). Using wordless picture books to promote second language learning. ELT Journal, 45 (3), 245-251.
Farrell, T. (2009). Teaching reading to English language learners. Thousand Oaks, CA: Corwin Press.
Fredericks, A. (1998). The integrated curriculum: Books for reluctant readers, grades 2-5 (2ed Ed.). Englewood, CO: Teacher Ideas Press.
Fresch, M. J., & Harkins, P. (2009). The power of picture books: Using content area literature in middle school. Urbana, Ill: National Council of Teachers of English.
Friese, S. (2012). Qualitative data analysis with ATLAS.ti. London, UK: SAGE.
Given, L. (Ed.). (2008). The SAGE encyclopedia of qualitative research methods (V II.). Thousand Oaks, CA: SAGE Publications, Inc.
Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine, Co.
Gottfried, A., Fleming, J., & Gottfried, A. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93 (1), 3-13.
Guthrie, J., & Davis, M. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading & Writing Quarterly, 19 (1), 59-85.
Guthrie, J., & Wigfield, A. (2000). ‘Engagement and motivation in reading’. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.). Reading research handbook (Vol. 3, pp. 403–422). Mahwah, NJ: Erlbaum.
Halle, T., Kurtz-Costes, B., & Mahony, J. (1997). Family influences on school achievement in low-income, African American children. Journal of Educational Psychology, 89, 527–537.
Hallman, J. (2009). ‘Reading aloud: Comprehending, not word calling’. In R. Stone. (Ed.). (2009). Best practices for teaching reading: What award-winning classroom teachers do. Thousand Oaks, CA: A SAGE Company.
Harris, T. L., & Hodges, R.E. (Eds.). (1995). The literacy dictionary: The vocabulary of reading and writing. Newark, DE: International Reading Association.
Heitman, J. (2005). Picture this: Using picture books to teach writing skills. Library Media Connection, 23(7), 36-38.
Higgins, T., Lee, J., Kwon, J., & Trope, Y. (1995). When combining intrinsic motivations undermines interest: A test of activity engagement theory. Journal of Personality and Social Psychology, 68 (5), 749-767.
Jalongo, M. (2004). Young children and picture books (2ed Ed.). Washington, DC: National Association for the Education of Young Children.
Johns, J., & Lenski, S. (2001). Improving reading strategies and resources (3rd Ed.). Dubuque, IA: Kendal/Hunt Publishing Company.
Kamil, M., Manning, J., & Walberg, H. (Eds.). (2002). Successful reading instruction. Greenwich, Conn: Information Age Publishing.
Karlin, R. (Ed.). (1973). Perspectives on elementary reading: Principles and strategies of teaching. San Diego, CA: Harcourt Brace Jovanovich, Inc.
Kooy, M., & Chiu, A. (1998). Language, literature and learning in the ESL classroom. English Journal, 88(2), 78-84.
Krashen, S. (2004). The power of reading: Insights from the research. Portsmouth, NH: Heinemann.
Lado, A. (2012). Teaching beginner ELLs using picture books: Tellability. Thousand Oaks, CA: CROWIN SAGE.
Lee, H. (2013). An examination of ESL Taiwanese university students’ multimodal reading responses. Literacy Research & Instruction, 52, 192-302.
Lenski, S., & Lewis, J. (Eds.). (2008). Reading success for struggling adolescent learners. New York, NY: The Guilford Press.
Lesaux, N. (2012). Reading and reading instruction for children from low-income and non-English- speaking households. The Future Children, 22 (2), 73-88.
Manarino-Leggett, P. (1995). Children’s literature: A springboard to literacy. Reading Improvement, 32 (1), 42-45.
Manuel, J., & Brindley, S. (2012). Teenagers and reading: Literary heritages, cultural contexts, and contemporary reading practices. Kent Town, Australia: Wakefield Press.
Maxwell, J. (2013). Qualitative research design: An interactive approach (3rd Ed.). Thousand Oaks, CA: SAGE Publications, Inc.
McQuillan, J., & Au, J. (2001). The effect of print access on reading frequency. Reading Psychology, 22, (225–248).
Measley, D. (1990). Understanding the motivation problems of at-risk college students. Journal of Reading, 33, 598-601.
Merriam. S. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: John Wiley & Sons, Inc.
Mikulecky, L. (1978, May). Aliteracy and a changing view of reading goals. Paper presented at the annual meeting of the International Reading Association, Houston, TX. (ERIC Document Reproduction Service No. ED 157 052)
Miles, M., Huberman, M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd Ed.).Thousand Oaks, CA: SAGE Publications, Inc.
Mitchell, D. (2002). Children’s literature: An invitation to the world. Boston: Allyn & Bacon.
Molfese, V., Modglin, A., & Molfese, D. (2003). The Role of Environment in the Development of Reading Skills: A Longitudinal Study of Preschool and School-Age Measures. Journal of Learning Disabilities, 36 (1), 59-67.
Morgan, P.L., & Fuchs, D. (2007). Is there a bidirectional relationship between children’s reading skills and reading motivation?. Exceptional Children, 73 (2), 165–83.
Nicholls, J. (1990). What is ability and why are we mindful of it? A developmental perspective. In R. Sternberg & J. Kolligian (Eds.), Competence considered (pp. 11–40). New Haven, CT: Yale University Press.
Overturf, B., Montgomery, L., & Smith, M. (2013). Word nerds: Teaching all students to learn and love vocabulary. Portland, ME: Stenhouse Publishers.
Protacio, M. (2012). Reading motivation: A focus on English learners. The Reading Teacher, (1), 69-77.
Sanacore, J. (2008). Turning reluctant learners into inspired learners. The Clearing House: A Journal of Educational Strategies, 82 (1), 40-44.
Schaffner, E., & Schiefele, U. (2007). Auswirkungen habitueller Lesemotivation auf die situative Textrepra¨sentation [Effects of habitual reading motivation on the situative representation of text]. Psychologie in Erziehung und Unterricht, 54, 268–286.
Schunk, D. H., & B. J. Zimmerman. (1997). ‘Developing self-efficacious readers and writers: The role of social and self-regulatory processes’. In Reading engagement: Motivating readers through integrated instruction, 34–50., ed. J. T. Guthrie and A. Wigfield. Newark, DE: International Reading Association.
Spencer, T., & Slocum, T. (2010). The effect of a narrative intervention on story retelling and personal story generation skills of preschoolers with risk factors and narrative delays. Journal of Early Intervention, 32(3), 178-199.
Spooner, L., & Woodcock, J. (2010). Teaching children to listen: A practical approach to developing listening skills. New York, NY: Continuum International Publishing Group.
Stewart, M.P. (2002). Judging authors by the color of their skin? Quality Native American children’s literature. MELUS, 27(1), 179–96.
Sullo, B. (2009). The motivated student: Unlocking the enthusiasm for learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Trelease, J. (1989). The new read aloud handbook. New York: Penguin Books.
Watkins, M., & Coffey, D. (2004). Reading motivation: Multidimensional and indeterminate. Journal of Educational Psychology, 96(1), 110-118.
Vacca, T., & Vacca, J. (1999). Content area reading. New York, NY: Longman.
Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis-Kean, P. (2006). ‘Development of achievement motivation’. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology (6th ed., pp. 933–1002). New York, NY: Wiley.
Wentzel, K. R. (1996). Social and academic motivation in middle school: Concurrent and long-term relations to academic effort. Early Adolesc, 16, 390-406.
Wigfield, A., & Guthrie, J. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89 (3), 420-432.
Worthy, J., Moorman, M., & Turner, M. (1999). What Johnny likes to read is hard to find in school. Reading Research Quarterly, 34, 12–27.
DOI: https://doi.org/10.7575/aiac.ijalel.v.3n.3p.130
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
2012-2023 (CC-BY) Australian International Academic Centre PTY.LTD.
International Journal of Applied Linguistics and English Literature
To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.