Question: What type of
reward for reading will motivate students to continue to read?
Answer/Quote: “A child who
is intrinsically motivated undertakes the task for very different reasons than
the child who is extrinsically motivated…. Teachers aim to facilitate a
lifetime love of reading among students, so it is clear that fostering
intrinsic motivation to read is most likely the goal educators strive for in
the long-term.” P. 6.
“Gambrell (1996) proposed a reward-proximity hypothesis to
investigate how the type of reward and its proximity to the desired behavior
(i.e., reading) might influence the intrinsic motivation of students. For
example, can prizes such as books, more positively influence students’ intrinsic
motivation to read as opposed to rewards such as food, toys, or stickers?” p.
6-7.
“Research on the reward proximity
hypothesis suggests that the type of reward condition may influence the type of
motivation cultivated among children. In a study with third grade students,
Marinak and Gambrell (2008), found that students given a book reward, or even
no reward at all, were more likely to engage in subsequent reading than
students who received tokens such as Pez dispensers, friendship bracelets and the
like for their efforts….” 7.
Comment: Interesting. I’ve always felt that the love
for reading comes from the love of ideas, that ideas are the main enjoyment and
motivation for reading. RayS.
Title: “Rewards for
Student Reading: A Good Idea or Not?” K Hildens and J Jones. Reading Today (October/November 2011), 6-7.
