The Effects of an Extrinsic Motivation Strategy and an Intrinsic Strategy on Fifth Graders' Reading Attitudes
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The purpose of this study was to examine the effects of using both intrinsic and extrinsic motivation strategies on fifth graders' attitudes toward reading. Literature conversations were chosen for the intrinsic strategy and Accelerated Reader (AR) was chosen as the extrinsic motivation strategy. Six students were selected based on their ranking on the Motivation to Read Profile (MAP) to form three categories of motivated readers: high, average, and low. These students were also interviewed, and at the end of the study they received a survey to complete. Information from the interviews was used to form an individual subject analysis on each of the participating students. Response logs written by the students were examined for the types of responses provided by each participant. Tables were constructed using this data. Based on this study, literature conversations helped these students write response logs that allowed them to better relate to the stories and characters they read about. Observations of the participants in their groups provided data about each student's discussion techniques and strategies. The survey required students to indicate how they felt about reading and which motivational strategy they found more helpful and enjoyable. Results from this study indicated that highly motivated readers prefer AR. Average motivated readers chose literature conversations as the activity that was the most meaningful to them to increase their enjoyment of reading. Finally, the low motivated readers selected both strategies. One of the low motivated readers indicated AR was more meaningful and the other chose literature conversations. In conclusion, both strategies help to develop a joy for reading for different types of students.
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