Attitude Influence Model of Reading Term Paper

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Attitude-Influence model of reading involves teaching good attitudes about reading in an effort to influence how children feel about the reading experience. Attitude was chosen as the most important component of the model because it plays such a strong role in research done on a psychological level. However, attitude can be hard to measure, because it is very subjective and can fluctuate wildly. That is one of the cons of the attitude-influence model, and one of the cons of attempting to address attitude in general when it comes to research. However, in this model, attitude is not all that is considered. Influence is also very important. Influence means how a person is influenced to read and how he or she sees reading. If a person's attitude is good but there is no influence, reading might not take place. The same is true if the attitude is bad but there is plenty of influence. Both have to work together in order to make sure that children learn to read and enjoy reading.

One of the best things that teachers can do for their students with this model is to establish self-concepts, goals, and values that are personal and that will lead to positive attitudes about reading. By doing this, it will show children that reading is something that is not only done for necessity, but also done for pleasure. When children enjoy reading, they focus on what they can learn because it is fun for them. They learn without even realizing that they are retaining good information. For example, a child who previously struggled in school because he was not retaining information and did not enjoy learning needs a reason to focus on what he is being taught. If reading can be made easier for him and can be made personal in a way that is enjoyable, it is much more likely that he will be successful in reading in the future. When children can read well, they generally also perform better in their other studies because they have better comprehension of the material.

There are both internal and external motivators when it comes to reading, and these motivators may be different for everyone. The internal motivators cannot really be controlled by anyone but the person who has these motivators, but the external motivators are those on which a teacher must focus. If the teacher can find external motivators for any child, that child will have a much better chance of learning to read well and enjoying reading as a hobby instead of only enduring it as something that is required. Persuading students that various authors and genres have value and are worth reading can be a difficult thing to do, which necessitates the creation of good lesson plans that will catch the attention of all the children in the class. When working in the classroom, it is very important that instructors foster good skills in reading and create an environment where reading is encouraged and easy for the students to get involved with, so that they will be more encouraged to do so.

When students read what they enjoy, they will be satisfied and stimulated by the information they receive. That is one of the best ways for students to get something out of their reading. It is not always possible to read things that one enjoys, but enjoyment should be a significant factor in reading material when a student is just learning to read, so that a love of the written word is fostered in that student. How difficult the reading material is also matters. Students should be given things to read that are reading-level appropriate, because they should not be given something too difficult. On the other hand, if they are given reading that is far too easy, they will become bored with the reading and not focus on what they should be getting for the material. That is why teachers are so critical in providing information to their students when it comes to reading, so that they can show students what should be learned and how to make the learning enjoyable. Reading is a skill, but it is also quite possible to make it something fun - and that will get and keep students reading.

Resources

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261 -- 271.

Boggiano, A. (1991). Mastery motivation in boys and girls: The role of intrinsic vs. extrinsic motivation. Sex Roles: A Journal of Research, 25, 511 -- 520.

Carver, R.P.

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, & Leibert, R.E. (1995). The effect of reading library books at different levels of difficulty upon gain in reading ability. Reading Research Quarterly, 30, 26 -- 48.

Chapman, J.W., & Tunmer, W.E. (1995). Development of young children's reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement. Journal of Educational Psychology, 87, 154 -- 167.

Matthewson, G.C. (2004). Model of attitude influence upon reading and learning to read. In Theoretical Models and Processes of Reading. (5th ed.). Ruddell, R.B., & Unrau, N.J. (eds.). Newark, DE: International Reading Association.

Mitchell, A. (1996). Growth in literacy engagement: Changes in motivations and strategies during concept-oriented reading instruction. Reading Research Quarterly, 31, 306 -- 333.

Helmke, A., & Van Aken, M.A.G. (1995). The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study. Journal of Educational Psychology, 87, 624 -- 637.

Gambrell, L.B., & Marinak, B.A. (1997). Incentives and intrinsic motivation to read. In J.T. Guthrie & A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 205 -- 217). Newark, DE: International Reading Association.

Gambrell, L.B., Palmer, B.M., Codling, R.M., & Mazzoni, S.A. (1996). Assessing motivation to read. The Reading Teacher, 49, 2 -- 19.

Pintrich, P.R., & Schunk, DH (1996). Motivation in education: Theories, research, and application. Engelwood Cliffs, NJ: Merrill/Prentice Hall.

Literacy Lesson Plan: The Attitude-Influence Model

Lesson for 2/14/2012

Objectives for the Lesson

For this lesson, the following objectives will be met:

Students will be introduced to reading and its value

Students will be assessed as to their current level of reading comprehension

Students will be introduced to a book and character about which they will learn

Students will be asked to discuss what they like/don't like about the idea of reading

Students will be asked to discuss what they like/don't like about the particular book and character to which they have been introduced.

Students will work with the teacher to express their feelings about reading, and the motivations they have, in order to assess their attitude toward reading.

Teacher will address influence and how a person can be influenced to read or not read something in particular.

Standards of Learning

The standards of learning are the expectations that relate to student achievement and understanding. For this lesson, the children will be expected to understand the value of reading, take an assessment that will show their level of reading comprehension, learn about a book and character, discuss how they feel about reading and about the book and character, work with the teacher to better express their attitude about reading, and understand the concepts related to how a person can be influenced by another person. By meeting all of those standards, the children will have successfully completed the lesson and be ready to move on to the next lesson, where they will learn more about the book and character.

Materials

The materials for this lesson are simple. A book at the children's grade level will be selected, in order to allow the children to learn about a book and a character. In addition to the book, oral assessments will be used to gauge the interest and understanding of the students when it comes to attitude, influence, and reading in general. By promoting a reading-friendly environment, the students will be encouraged to read, and that will lead to better attitudes about reading.

Procedure

Text/Concept Introduction

In talking to the students, it is important to tell them about the value of attitude. This can be done in a fun and enjoyable way, instead of in a way that sounds too much like a lecture. By making reading and learning fun, the attitude of enjoyment about reading can begin to be fostered. Once the value of attitude has been addressed, the students will be introduced to the genre and the characters in the book. The concepts the book will address will come next, along with how those concepts may or may not relate to prior learning concepts and experiences the students have had. From that point, the vocabulary words will be introduced. By that time, the students will be interested in the book and the characters, so they will want to learn the vocabulary words in order to learn more about the book itself. The author of the book is also important, along with the illustrator of the book and the kinds of pictures the students can expect to see. Seeing the pictures and learning about the book.....

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