The ability to read is an important prerequisite for participating in social life. Without it, many areas of daily life are not accessible. It was precisely under this aspect that the results of the Pisa study presented to the public were all the more shocking. The findings regarding the reading motivation of pupils indicated that 42% of the participating German 15-year-olds never read for pleasure, including not only reading books but also newspapers and magazines.
However, since my topic is "Promoting reading motivation in primary school", one might ask why findings from the PISA study are cited that do not show the performance of primary school students but that of 15-year-old school leavers. The reason is that these poor results are rooted in the beginning of the school years. If primary school teachers do not succeed in conveying "reading" as something enjoyable and enriching from the beginning, children will not see reading as something personally valuable either and may turn their backs on books already during their primary school years and migrate to other media such as computers or game consoles. The central question of the is which social factors have a promoting and inhibiting effect on children's motivation to read and to what extent primary school can contribute to creating a long-term love of reading among pupils.
First, the family environment is discussed as an important influencing factor in the development of a person's reading motivation. The second important influencing factor will be school, whereby I will limit myself to primary school. Starting with motivation problems at the beginning of the initial lessons, through problems in the continuing reading lessons, to the motivation problem among boys. Gender-specific differences in reading behaviour will be explained and attempted explanations given. In addition, school-based solution perspectives are pointed out. The last chapter of this thesis deals with practical support possibilities, i.e. it shows methods that the primary school teacher can use in class to increase the reading motivation of his pupils.
Table of Contents
1. Introduction
2. Conceptual theoretical and conceptual considerations
2.1 On the concept of reading motivation
2.2 Extrinsic and intrinsic reading motivation
2.3 The relationship between reading competence and reading motivation
3. Social factors influencing the reading motivation of primary school pupils
3.1 The importance of the reading climate in the family
3.2 The importance of school
4. Motivation problems in reading lessons
4.1 Motivation problems at the beginning of school and in the first reading lessons
4.2 Motivation problems in further reading lessons
4.3 The meaning of gender: Reasons for motivation problems in boys
5. Practical ways to promote reading motivation in the classroom
5.1 The stimulating reading environment
5.2 Children's books as class reading
5.3 Reading aloud and author encounters
5.4 Reading pleasure with the reading box
6. Summary and conclusion
Objectives and Topics
The primary objective of this work is to analyze the social factors that either support or inhibit the development of reading motivation in primary school children, ultimately identifying pedagogical strategies to foster long-term reading pleasure.
- Theoretical foundations of reading motivation, including intrinsic vs. extrinsic drivers.
- The impact of family socialization and the reading climate at home.
- Challenges in reading motivation, specifically focusing on gender-based differences and early learning hurdles.
- Practical classroom interventions, such as reading aloud, author encounters, and the use of "reading boxes."
Excerpt from the Book
3.1 The importance of the reading climate in the family
It is known from reading socialization research that the family has the earliest and most effective influence on children's reading activity, reading development and reading motivation (cf. Hurrelmann 2002, p. 138).
A stimulating linguistic environment promotes reading, because conversations develop awareness of language, which in turn makes it easier to understand something read.
The parents read to their children from a book, fairy tales are told, nursery rhymes are recited and songs are sung. These activities are of such enormous importance because this handling of language connects the primary system of everyday language and the secondary system of literary language (cf. Lührs 2009, p. 17). This means that these "pre-literary communications" make it easier for children to transition from orality to writing (cf. ibid.). They can be seen as a precursor to reading, especially if the children are actively and playfully involved.
"The frequency and nature of such handling of decontextualized language [...] demonstrably promote reading pleasure, duration and frequency of reading in children" (Hurrelmann 2002, p. 138f.).
In particular, the culture of reading already is considered the most influential prerequisite for successful later reading careers. When the children are read aloud, they gain a first impression of what is hidden in a book (cf. Spinner 2006, p. 17).
Summary of Chapters
1. Introduction: Outlines the significance of reading in social participation and the motivation for this study based on PISA findings.
2. Conceptual theoretical and conceptual considerations: Defines reading motivation and examines the distinction between intrinsic and extrinsic motivation, as well as the link to reading competence.
3. Social factors influencing the reading motivation of primary school pupils: Discusses the role of family environment and the school's duty to compensate for domestic shortcomings.
4. Motivation problems in reading lessons: Analyzes obstacles to motivation, including transitions, early failures, and gender-specific differences.
5. Practical ways to promote reading motivation in the classroom: Presents four pedagogical measures: stimulating environments, class reading, author encounters, and reading boxes.
6. Summary and conclusion: Summarizes the key findings and highlights the necessity for school-home cooperation to foster lifelong reading habits.
Keywords
Reading motivation, Primary school, Reading competence, Intrinsic motivation, Extrinsic motivation, Reading socialization, Reading climate, Gender differences, Reading fluency, Classroom interventions, Author encounters, Reading box, Reading difficulties, Literacy, Educational psychology
Frequently Asked Questions
What is the core focus of this work?
The work examines how social factors—specifically the family and the school—influence the development of reading motivation in primary school children.
What are the central themes discussed?
Key themes include the psychological classification of motivation, the impact of socio-economic backgrounds, gender-specific behavior in reading, and practical classroom teaching methods.
What is the primary research question?
The central question asks which social factors have supportive or inhibiting effects on children's reading motivation and how schools can effectively foster long-term joy in reading.
Which scientific methodology is utilized?
The paper relies on a review of existing literature, educational studies (such as PISA/IGLU), and pedagogical frameworks regarding reading socialization and didactics.
What does the main part cover?
It covers the definition of motivation, social influences (family/school), causes of motivation deficits, and specific pedagogical strategies to promote reading interest.
Which keywords characterize this work?
The core keywords are reading motivation, primary school education, reading socialization, and pedagogical promotion strategies.
How do "reading boxes" function as a pedagogical tool?
A reading box uses physical, relevant objects related to a book's plot to create a concrete link to reality, serving as a motivator to spark curiosity before reading or to deepen engagement after reading.
Why are boys considered a special "problem group" regarding reading?
The text suggests that because the primary school environment is often feminized, boys may perceive reading as a "girlish activity," leading to a conflict with their gender role and a subsequent detachment from books in favor of other media.
What role does the family play in the "reading kink"?
While the family provides the earliest foundation, their influence has decreased, necessitating that the school takes on the role of compensating for a lack of domestic reading socialization.
- Quote paper
- Sarah Junge (Author), 2009, Promoting Reading Motivation in Primary School, Munich, GRIN Verlag, https://www.grin.com/document/1162479
