Reading

Using ICTS to address reading problems

Hayden Rooks, Memorial University of Newfoundland

Problem

Reading is an important life skill all students must learn that is taught formally at all public schools (Van Daal & Reitsma, 2000). Reading is very important and has been linked to school achievement, graduation rates, and a country’s overall economic success (Lysenko & Abrami, 2014). Many children struggle with reading in today’s schools (Lysenko & Abrami, 2014). “Significant numbers of children (6% of 11-year-olds) have difficulties learning to read” (Holmes, 2010, p. 5) Wyk & Louw (2008) claimed, “Most of the schools’ and teachers’ problems are rooted in the fact that learners cannot read” (p. 246). Ciampa (2012a) stressed, the importance of reading in early grades and identified reading as a cornerstone for later success.

Helping students select reading material at an appropriate level is important for motivation and can be a time consuming obstacle for teachers (Anderson, 2003). Ciampa (2012a) identified a decline in reading motivation and behavior as perceived obstacles to success in developing as a reader. Teachers need to find ways to motivate students to read as motivation for reading in young children is a strong predictor of later reading skills (Ciampa, 2012a).

If students are motivated reading skills will also develop because there is a strong relationship between reading motivation and reading skill (Mcgeown, Norgate, & Warhurst, 2012). Mcgeown et al. (2012) identify two types of motivation for readers, intrinsic and extrinsic. Intrinsic motivation is when a reader chooses to read because it is enjoyable or interesting. Extrinsic motivation is when a reader chooses to read to receive a reward. Motivation to read is an obstacle that needs to be overcome. The results of their study imply that the relationship between intrinsic and extrinsic motivation and reading skill is a complicated one that needs to be considered and balanced (Mcgeown et al., 2012).