Talk:Motivation and emotion/Book/2015/Reading motivation in young learners

Comments

Hi David, loved your chapter, it linked in closely with mine, anxiety in dyslexic children so I added your page as a link to mine and I see you have done the same!! Thanks and good luck :) U3094958 (discuss • contribs) 13:35, 25 October 2015 (UTC)U3094958

Hi David, I really like the improvements you have made by removing the coloured boxes. So much more white space to rest while reading makes a big difference, although I think you could put one or two boxes in :) I hope you don't mind but I updated a couple of sentences in your Extrinsic and Intrinsic motivation section to make it slightly clearer, added an introductory sentence to reference Self determination theory research by Ryan and Deci (plus I added that reference into your reference list). I can email you the reference material if that helps. U943390 (discuss • contribs) 08:35, 19 October 2015 (UTC).

Hey,

I was just looking at your page in regards to your comment on colour, the colours look good, gives some brightness to the page. Your chapter looks to be coming along very well, good job. However when i got to your references, i noticed they weren't in alphabetical order for APA style. Im not sure if this is different in for the book chapters, bit it could get you a few extra points for the referencing part of the assignment.

Hope it helps a bit, good luck with finishing it off :)

Hey David, I have spent a bit of the morning researching reading motivation, and I came across a few particularly insightful articles. Morgan, P. L., & Fuchs, D. (2007). Is there a bidirectional relationship between children's reading skills and reading motivation?. Exceptional children, 73(2), 165-183. This article by Morgan examines the relationship between if children that enjoy reading have a higher motivation to read, and as such, children that can't or don't enjoy reading have decreased reading motivation. It also reviews the findings from 15 studies so it possess a strong method section. :) Wigfield, A. (1997). Reading motivation: A domain-specific approach to motivation. Educational Psychologist, 32(2), 59-68. Here is another by article but by Winfield, who discusses a seminal reading motivation questionnaire that was used over two studies. I hope they both help. Also I have noticed the the Journal "Educational Psychologist is really good for finding information on reading motivations. Good Luck! Ccgmjb (discuss • contribs) 22:26, 16 October 2015 (UTC)

Wow this chapter is coming along swimmingly! I really love the balance and colour. You can see that you have passion for the topic and also look to have comprehensively covered relevant theories. One point is should the explanation of intrinsic and extrinsic motivations be placed under the Self-determination heading? Ryan and Deci I think do a fantastic job of incorporating extrinsic and intrinsic motivation into their "taxonomy of motivation". Also I noticed that I did not see any reference to "Amotivation" (or absence of motivation) I think especially with young readers this might be a big challenge as many might not be bothered to read at all. As explained by Ryan, R. M., & Deci, E. L. (2000b). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67., people are amotivated on a task because they perceive no value or association between them and the task. Could young learners do the same? If the value of reading is not appropriately explained to young learners then could they implicitly question of why they are doing it? This could even lead to Amotivation. Lovely chapter dude. Can't wait to see the final edit. Ccgmjb (discuss • contribs) 00:51, 12 October 2015 (UTC)

Hi

Your page is looking really good. I'm impressed with how much work you've already done! I just have a couple of suggestions (keeping in mind that you've just started and have probably thought of these....).

I noticed that you hadn't actually defined reading or motivation in your chapter, and I thought this might be beneficial. While they seem obvious to us, it might make a smooth introduction to the topic!

With headings I think only the first word is capitalised, all other words are lower case.

I also noticed that you've got some great pictures, but that they are all running down the left hand side. I wondered if centering some, and having some on the right hand side of the page might look a little better balanced.

Good luck with the rest of your chapter, I look forward to reading it!

Burners67 (discuss • contribs) 00:53, 28 September 2015 (UTC)

Hi there,

Your chapter is really interesting so far! I like how you have a quiz at the end. I would suggest captioning the pictures to relate them to the content and giving each one a title such as "Figure 1. (caption)".

When you first click on the chapter topic and your page comes up, I notice that there are quite a few headings and subheadings. Perhaps consider reducing the amount of subheadings by having the one heading and then putting the sub headings into a table in some instances. This would condense the amount of headings while reducing the word count so you can discuss everything else more in depth. For example, you could reduce subheading 4.4. 'Strategies to motivate readers' by displaying the information in the subheadings within it into a table.

All the best with the rest of the chapter its looking great so far - I have a few friends studying teaching and I would love to show them this chapter!

--U3065920 (discuss • contribs) 23:34, 7 October 2015 (UTC)

Hey David! your chapter is looking great and so thorough! While reading through this interesting topic I only noticed that there is a lot of headings and subheadings that are being used, which might overwhelm the reader. Maybe grouping smaller subheadings under some more broad umbrella level 1 headers would make more clear each point and help it to flow more logically. Great job though and a very applied topic! Ccgmjb (discuss • contribs) 23:10, 8 October 2015 (UTC)

Hey there :) Your chapter is looking great so far! One quick thing I would suggest is to rearrange the section under the 'self-determination' heading, where you have 4-5 figure all clustered together, as it is a bit confusing at to which section to look at first. Other than that keep up the good work. User:U3097062 20 Oct 2015

Chapter review and feedback

This chapter has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Chapter marks will be available later via Moodle, along with social contribution marks and feedback. Keep an eye on Announcements.

Overall Overall, this is an excellent chapter which makes effective use of the wiki environment and provides an integrated, indepth, but very readable synthesis of psychological theory and research on the topic. For more feedback see these copyedits and the comments below. Theory Theory is excellent, with a wide range of relevant perspectives considered. Research Research is very good. Perhaps a more detailed review early on about the challenges and difficulties in learning how to read and its relationship to motivation would be helpful. Written expression Written expression is excellent. Layout is excellent. Learning features The chapter really embraces the practical book theme successfully. The chapter provides an excellent range of relevant links to other Wikiversity pages. Quiz questions are used effectively to encourage reader engagement. Spelling, grammar, and proofreading are excellent. Use Australian spelling (e.g., hypothesize -> hypothesise). APA style The APA style for the reference list is very good; remove issue numbers for seriated journals.

-- Jtneill - Talk - c 05:30, 24 November 2015 (UTC)

Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's Moodle site. Written feedback is provided below, plus see the general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener.

Overall Overall, this is a well prepared and executed presentation, topped off by some spark and creativity. Structure and content Engaging start. Perhaps explain the presentation structure, but otherwise well structured. Theory is well covered (e.g., I-E motivation taxonomy well used). A practical systems-theory approach is suggested. Consider highlighting key research findings. Communication Audio is clear and well-paced, with varied intonation. Combined use of video, pictures, text and audio make for a rewarding, informative, and engaging presentation. Production quality Overall, very well produced. Rename the title so that it includes the subtitle (and matches the book chapter). Description field is well used.

-- Jtneill - Talk - c 00:46, 3 December 2015 (UTC)