Differences in the critique of literature
Although these articles shared similar themes, there were some differences of theories and strategies presented in each of these articles that were addressed in a different manner.
The first article: Motivating Children To Read And Write focuses predominantly on motivating readers through informal learning environments. The article does not address theories for the every-day classroom, individual students interests or strategies to motivate struggling readers on a personal level.
The second article: Influences Of Stimulating Tasks On Reading Motivation And Comprehension concentrates on how stimulating tasks can increase situational interest which will then enhance motivation in reading and comprehension (Guthrie & Wigfield et al., 2006). The article presents specific tasks, activities, instructional practices and teacher support strategies for the whole class, it does not however, address ways in which we can change the environment to better motivate struggling readers as previously mentioned in the first article.
The third article is structured around the one authentic approach: Reader’s Theatre. It does not attend to individual students needs and does not provide any other perspectives or theories on how I can motivate the whole classroom to read enthusiastically in comparison to the second article which provided numerous suggestions.
The fourth article: Assessing Motivation To Read is a completely different approach to the previous three articles, as it views ways to assess students in order to receive data and information on how a teacher can adjust their content and approaches to teaching reading to better suit each individual student in their classroom. It does not provide specific changes I can make as a teacher to motivate my readers, instead it provides me with explicit Qualitative and quantitative tests so that I can discover my own theories and strategies to use on my students who struggle to be motivated in their reading.
The selected articles share comparable beliefs about the main themes that are the focus in my overall topic, Motivating struggling readers to read. While these articles fluctuate between the amounts of importance for these main themes, the correspondence towards motivating struggling students has branched from specific strategies to a wider research experiment based on self-concept, value, informal environments, stimulating tasks, testing and teacher involvement to motivate readers. Teachers have long recognised that motivation is at the heart of many of the pervasive problems we face in teaching children to read (Gambrell & Palmer et al., 1996). It is clear that this is only the beginning to my research...