Creating Intrinsic Motivation To Read In Middle School Students

Research has shown that there is a decline in intrinsic motivation to read as students transition from elementary school to secondary school. As students make this transition their reasons for reading change from enjoyment-based to academic. This leads to the question: What are effective strategies for building middle school students’ intrinsic desire to read? Based on Wiggins and McTighe’s (2011) The Understanding by Design - Module: D, the curriculum designed in this project is focused on returning the reason for reading to enjoyment so middle school students can once again become intrinsically motivated to read, and to also realize the short- and long-term benefits of becoming lifelong readers. This curriculum is designed to create a year-long reading routine in the classroom focused on student voice, choice, and authenticity. The curriculum also makes the argument against certain classroom practices that, although well intentioned, could be detrimental to students’ intrinsic desire to read