Motivation

Proficient readers are engaged readers who read regularly and enthusiastically and for a variety of purposes (Guthrie & Anderson, 1999). Applegate and Applegate (2004) define "intrinsically motivated readers" as engaged readers who will read for reading's own sake and often to enjoy satisfying their own curiosity. Intrinsically motivated readers spend more time reading than other students and as a result attain higher levels of achievement and perform better on standardized reading tests (Applegate & Applegate, 2004). Motivating students to read more requires teachers to provide opportunities for extensive reading and student choice. Mosenthal, Lipson, Sortino, Russ, and Mekkelsen (2002) identified several factors in schools that were unusually successful in literacy instruction. These researchers found that in successful schools teachers devoted extensive amounts of time devoted to reading and reading instruction with expansive and inviting (motivating) book collections displayed and accessible to children.

For students with dyslexia and other learning disabilities, it is especially challenging to motivate them to want to read for pleasure and lifelong learning. Gambrell (1996) cites research comparing reading motivation for struggling readers versus above-average readers with surprising results- struggling readers are motivated by the same three major factors that also motivate highly proficient readers: (1) choice in reading materials, (2) sharing readings aloud, and (3) receipt of affirmation or positive recognition for reading accomplishments. Having lots of books to choose from and from various genres (both fiction and nonfiction) provides valuable choice options.