Reading is fun!

Introduction
oWho are we?

Mariska, Marijke, Monique, Renate, Carolien and Marjolein

oWhy are we here?

oWhat is the purpose of this workshop?

Content
o Meaning and importance of reading motivation

o Methods to promote reading motivation

o Practical examples
Reading motivation
Reading:
o to increase vocabulary and general knowledge
o essential for schoolsucces

Interest in reading predicts students’ reading

comprehension
Reading motivation
Students need (Gambrell, 2011):
o Relevant tasks and activities
o Access to a wide range of reading materials
o Opportunities to read
o To make choices about what they read
o Interaction with others about the texts
o Be successful with challenging texts
o A classroom that reflects the value and importance of reading
Promoting motivation to read
Students want to make choices about what they read.

Help them to select books and learn them to ask themselves:

1. Can I read this?
2. Am I interested in reading this book?
3. Will I read it? (Allington, 2008)
Think about it..
You’ve heard a lot of information about motivation.

o Which of these aspects do you see in your lessons/school?

o How do you see these aspects in your lessons/school?
Activities to promote reading motivation:
o ‘Cracking the code’
o ‘Books sushi’
o ‘Theatre reading’
o ‘Friends reading’
o ‘Blind date with a book’
o ‘Book box’
 ‘Cracking the code’
o Table with selected books

o Students read a book of their own choice.

o They receive a code when the book is finished for example:

Page 84, sentence 11, letter 16

o Students then find a letter in the book and write it down.
o When all letters are collected, the students have to make the correct
calculation.
o This way they can crack the code to open the safe
‘Books sushi’
• Imagine a conveyor belt which carries books.
• The students sit in a circle and each student has a new book.
• Everyone has two minutes to read the book.
• Each two minutes, books are being passed.
• After 6 minutes, everyone has read a piece of 3 books.
• ‘Is there a book you would like to continue reading?’
Who is willing to, can borrow the chosen book.

Watch the video

 ‘Theatre reading’
Goals of theatre reading:
o Fluent reading (Osborn, Lehr & Hiebert, 2003; Sahu & Braams, 2006)
o Understanding the text and underlying emotions
o Learn to give each other feedback (Mckay, 2008)
 this stimulates how to express their feelings and ideas in
language (Baker & Wigfield, 1999; Guthrie et al., 2012; Allington & Johnston, 2002).

Watch the video

‘Friends reading’
o Coöperative learning with game cards
o reading in turns
o recognize mistakes
o pace reading
o writing down synonyms
o pay attention to punctuation
o role play
o search for sounds

o Reading in groups of 2 or 3
o With ‘friends’ from their own group or with an older ‘friend’
from a higher group
‘Blind date with a book’
• Every child brings their favorite book
• Wrapped in paper with key words written on
top of it.
• Children choose a book of interest by the
words on the cover.

• Will this blind date be a success? Unwrap the

book and meet your chosen book!
 ‘Book Box’ Watch the video
o Creative assignment
o Students read interesting books by their own choice
o Content of the book box:
o A small summary
o Their opinion
o 10 important objects about the book.

o Students present their book boxes in a small group and talk about it
o Assessment by their peers with an assessment form
Finnish reading education
o What can we learn about the Finnish reading
education?
Thank you!

Kiitos!