Abstract
This paper looks at the effects of an intervention, based on fluency oriented reading instruction (FORI), on the motivation for reading among struggling readers in First Class in Irish primary schools. The intervention took place in learning support settings in three primary schools located in urban educationally disadvantaged communities in North Dublin. The study was conducted through a pragmatic lens with research questions framed to shed light on the motivation for reading of students in First Class from disadvantaged backgrounds. A mixed methods design with a concurrent triangulation strategy was employed, facilitating the exploration of multiple research questions using questionnaires and semi-structured interviews with teachers and parents and conversational interviews and surveys with students. The perspective of reading motivation guiding the study recognised the overlapping influences of teachers, parents and the student himself or herself. Findings, as reported by these research informants, indicate that the FORI intervention had a positive impact on the motivation for reading of struggling readers in First Class. In particular, the intervention was found to decrease students’ perceived difficulty with reading and increase their reading self-efficacy and orientation towards reading.
Highlights
In today’s society, it is critical that every child has the fullest opportunity to become an accomplished reader
This paper presents the results of research carried out on the effects of fluency oriented reading instruction (FORI) on the motivation for reading among struggling readers from areas of low socioeconomic status
One major conclusion drawn from the study is that FORI, involving a gradual release of responsibility from the teacher to the student, impacts positively on the motivation for reading of struggling readers
Summary
In today’s society, it is critical that every child has the fullest opportunity to become an accomplished reader. Instructional strategies in reading are continually debated as the quality of an individual’s life is affected by their literacy competence, which in turn is essential for an individual’s personal and social fulfilment. There has been considerable interest in identifying ways in which to improve literacy standards and so avert the aforementioned consequences. In Ireland, despite the level of interest focused on improving literacy standards and the magnitude of policies in this regard, many students, those from lower socioeconomic backgrounds, continue to have difficulty achieving success in reading [2]. Sci. 2020, 10, 56 in learning to read, need to be motivated in order to engage in a process where they have already experienced failure [7]. Finding ways to motivate young children to read is identified as a priority in reading research [13]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
