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 * Effective Teacher Dispositions and Classroom Structures that Boost Self-Efficacy in Reluctant Readers **

Since reluctant readers generally lack the motivation to read or use reading only as a means to improve their academic grades, it becomes the job of the teacher to create an environment that will foster the intrinsic motivation that those students are missing. Motivational classrooms for reluctant readers tend to focus on goal oriented instruction, real-world applications, self-direction, and collaboration (Guthrie and Davis, 2003, p. 72). Often motivational teachers will attempt to structure their classrooms so that students have a sense of ownership and personal interest in their reading selections (Norton, 2003, p. 145). Motivational reading teachers know that student’s personal interests play a huge role in their desire to read a particular text. Good reading teachers capitalize on those interests and steer students in the direction of books that will speak to them and connect with them on a real-world level. Motivational reading teachers pay attention to what students do enjoy about reading and then capitalize on those aspects of a text when trying to get students interested in books (Jones and Pooré, 2007, p. 45). As a result, good teachers model good reading practices themselves by showing enthusiasm for books. They might share a favorite author, book, or genre with the entire class, and they will even read when the rest of the class is participating in sustained silent reading (Jones and Poore, 2007, p. 44).

Clearly, the motivational classroom is student centered and not just teacher driven. By this, I mean that a classroom which allows students to make choices about content and form, discuss and collaborate with peers, and enjoy the elements of literature that appeal to them is more likely to motivate reluctant readers than the classroom where most reading choices are made by the teacher. Teacher selected reading materials are important, but the motivation to read them for enjoyment may not be immediately there for a reluctant reader. Intrinsic motivation must be fostered in the child by first convincing the child that reading can be a good experience.