Strategies to motivate reading in the school environment

Abstract

The present research project aimed to address the fundamental challenge of lack of motivation towards reading in the school environment. The main objective was to identify effective strategies to promote motivation for reading and cultivate a lasting love for it. The theoretical framework was based on various theoretical approaches, such as Self-Determination Theory, Sociocultural Theory of Learning, Information Processing Theory, and Flow Theory, which support the importance of motivation and the social environment in the development of reading skills. The research was conducted through an extensive literature review that explores previous research on strategies to motivate reading in the school context. Additionally, field studies were carried out, including interviews, questionnaires, and observations, to gather empirical data on attitudes, perceptions, and experiences related to motivation for reading. The identified strategies included enriched reading programs with interactive activities, fostering student choice and autonomy in book selection, creating engaging reading environments, promoting shared reading, literary discussions in the classroom, and the use of educational technology. The results showed a positive impact on motivation for reading, with an increase in student interest, engagement, and enjoyment. Furthermore, an improvement in reading skills, including fluency, comprehension, and vocabulary, was observed. The importance of social support, both from parents and teachers, in promoting student motivation and engagement towards reading was highlighted.