Me And My Reading Profile

This paper is an article review of “Me and My Reading Profile: A Tool for Assessing Early Reading Motivation” by Barbara A. Marinak, Jacquelynn B. Malloy, Linda B. Gambrell, and Susan A. Mazzoni (2015). The authors found that most research emphasizes the importance of developing motivation in literacy for grades three and above. There is not much research about motivating primary grades to read. They realized that teachers lack an assessment tool that is developmentally appropriate for assessing reading motivation for students in those grades. The five key points in this article are the assessment tool the authors created: The Me and My Reading Profile (MMRP), what the authors found in the MMRP study and how cultivating self-concepts as a
The authors state, ”The degree to which we value a task plays a significant role in whether we choose to participate and fully engage in the task,“ (Marinak et al., 2015, p. 59). This means that a child must see value in something to be motivated to do it. The more challenging a text the more important this concept becomes. The authors recommend giving students many opportunities to hear and read authentic literature. Also, giving chances to authentically respond to literature is key for students to begin valuing reading. Two ways teachers can do this is through, a book ”wall of fame“ and through an activity called ”your life in books.“ A ”wall of fame“ is where teachers and students publicly post book reviews about books they have read. ”Your life in books“ is where students share the books that have been impactful in their life in some way. These activities both promote valuing reading and
The authors articulate ”Reading out loud, talking about books, and being read to appear to influence the development of reading motivation in kindergarten through second-grade children more so than in grades 3 and beyond,“ (Marinak et al., 2015). Heterogeneous pairing can make literacy out loud uncomfortable for students who are still developing. Similarly, it is suggested that reading orally is a performance. Students should be allowed to practice and prepare for that performance. Lastly, the authors recommend giving students choice in what is read aloud. They state that this can motivate students to pay attention to the story or read one not chosen on their