Motivation and Engagement

     Motivation in reading is multifaceted. It is many things to many people. Some types of motivation will produce more satisfaction than others. Whatever the motivator the desire to continue the reading task remains strong. Research encourages teachers to create classrooms that enhance reading motivation and engagement in themselves as well as their students. Teachers who are likewise engaged in the learning process contribute to the knowledge base and overall enthusiasm of learning in the class environment (Guthrie2001).

     A voice is as unique as the individual producing the sound. Writers have a voice too. Their voice is formed with words written on a piece of paper. When students write they are recreating an image of themselves on paper. Writing strategies assist students in developing their own unique writing voice. Teaching students to find their writing voices will help them develop a presence on the page, giving them the power to be heard through a medium other than the spoken word (Romano, 2004).

     Many students experience a difficult transition in reading when entering middle school and high school. Reading material changes from the familiar narrative to informational text. Many students benefit from explicit teaching of instructional strategies to make the shift. As excellent readers, teachers often anticipate that their students will be good readers too. Many times this is not the case. Teachers sharing their expertise with their students through scaffolding and instructional strategies will aid students’ reading comprehension (Wilhelm, 2001).