MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
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MOTIVATING STUDENTS TO READ: ISSUES AND PACTICES
Abdullaeva Gulnara
2nd year student of NSPI,
The Department of English Language and Literature
https://doi.org/10.5281/zenodo.12786988
Encouraging students to develop a habit of reading is a perennial
challenge faced by educators worldwide. In an era dominated by digital
distractions and shortened attention spans, fostering a love for reading requires
thoughtful strategies and consistent effort. From elementary school through
higher education, the benefits of reading extend far beyond academic
achievement, influencing critical thinking, empathy, and overall well-being.
Here, we explore effective approaches and best practices that educators can
employ to ignite a passion for reading among students.
Reading is one of the most important skills in learning a second language.
As a matter of fact, learners must feel the need of reading only then they can
read on their own. Reading stands as bedrock for learners’ success in learning a
second language, therefore it is language teachers’ responsibility to cultivate
reading culture in students. But the fact is; there are so many challenges in
teaching reading in EFL classroom. Teaching a reading text is taken as the
easiest task among all the activities that teachers do in a language classroom
[5;120-123].
Reading motivation is linked to setting goals and working toward those
goals in an active, sustained manner [3]. However, using the difficulty or reading
level of a book, the number of words a book contains, or a student's performance
on an objective comprehension test to calculate "points" in a competitive system
does not accurately reflect progress and does little to inspire students. Subjected
to this approach, a low-ability student who is working very hard will still not
achieve a point score equivalent to her or his high-ability counterpart. Without
acknowledging such a student's effort, it is easy to see why she or he would
become discouraged and avoid further engagement in reading. Point systems
have not proven to alleviate the disparity in reading practice times. In one study
of a competitive reading program, participant readers in the top 5 percent of
ability levels read 144 times more than those in the bottom 5 percent [2]. Hence,
neither reading volume nor motivation was positively impacted for those
students most in need.
There is no simple method teachers can use to spur students to read more.
Threats of failure or retention are as ineffective as extrinsic rewards (like
points) in that they manufacture compliance rather than result in engagement.
MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
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Instead, teachers may want to take suggestions from researchers and from the
standards produced by the National Council of Teachers of English and the
International Reading Association to foster motivation through a variety of more
subtle behaviors, such as modeling reading, creating print-rich environments,
encouraging word play, helping students set clear and specific goals, providing
effective feedback on their efforts, and teaching self-regulation strategies [1]. At
the heart of motivating students to read lies the creation of a reading culture
within educational institutions. This culture starts with making books and
reading materials readily accessible and appealing. School libraries should be
well-stocked with a diverse selection of books covering various genres, topics,
and reading levels. Additionally, classroom libraries can play a crucial role in
exposing students to a range of reading materials that cater to their individual
interests and abilities.
Empowering students with choice and autonomy in their reading
selections is another potent motivator. Allowing students to choose books based
on their personal interests not only increases engagement but also encourages a
sense of ownership over their reading habits. Educators can incorporate
strategies such as book talks, where students share their favorite reads with
peers, thereby fostering a community of readers who inspire each other. Setting
achievable reading goals can provide students with a sense of accomplishment
and motivation. These goals can be tailored to individual reading abilities and
interests, ranging from reading a certain number of books per semester to
exploring specific genres or authors. Celebrating milestones and achievements
along the way reinforces the joy of reading and encourages persistence.
Incorporating technology can enhance the reading experience for digital-native
students. Utilizing e-books, audiobooks, and educational apps can cater to
diverse learning styles and preferences. Digital platforms also offer interactive
features such as annotations, quizzes, and discussions, which can deepen
comprehension and engagement with texts.
Educators and parents play pivotal roles in modeling and promoting reading
habits. By demonstrating their own love for reading and discussing books with
students, educators can inspire a lifelong appreciation for literature. Parental
involvement is equally crucial; encouraging reading at home and fostering a
supportive environment where reading is valued can significantly impact a
child’s reading habits. Drawing connections between reading and real-world
relevance can amplify motivation. Linking reading assignments to current
events, personal experiences, or academic interests helps students see the
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International scientific-online conference
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practical applications of reading skills beyond the classroom. Discussions and
projects that integrate literature with other subjects can deepen understanding
and engagement.
In conclusion, motivating students to read requires a multifaceted approach that
acknowledges the diverse interests and learning styles of students. By creating a
supportive reading culture, offering choice and autonomy, setting realistic goals,
leveraging technology, and fostering collaboration between educators and
parents, we can inspire a new generation of passionate and engaged readers.
Ultimately, nurturing a love for reading not only enhances academic success but
also enriches lives by fostering empathy, creativity, and lifelong learning. In
embracing these strategies and practices, educators can empower students to
discover the transformative power of reading and embark on a journey of
intellectual exploration and personal growth.
References:
1.
Langer, J. A. (1999). Beating the odds: Teaching middle and high school
students to read and write well (CELA Research Rep. No. 1204) [Online]. Albany,
NY: National Research Center on English Language Learning and Achievement.
Retrieved May 18, 2005 from http://cela.albany.edu/•
2.
Paul, T. D. (1996). Patterns of reading practice. Madison, WI: Institute for
Academic Excellence.
3.
Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory,
research, and application. Englewood Cliffs, NJ: Prentice Hall.
4.
+998 97 574 01 93, [Вт 09.07.24 17:34]
5.
Abdullaeva, G. (2024). ISSUES AND CHALLENGES IN THE DEVELOPMENT
OF READING COMPETENCE. В INTERNATIONAL BULLETIN OF APPLIED
SCIENCE AND TECHNOLOGY (Т. 4, Выпуск 6, сс. 120–123). Zenodo.
https://doi.org/10.5281/zenodo.11616615
6.
+998 97 574 01 93, [Чт 18.07.24 20:52]
