Implementing a Workshop Approach to Literacy as a Means of Building Motivation

Abstract

Decreasing levels of motivation in students to read and write throughout elementary school is many teachers face. This challenge is especially pertinent due to the evidence found within the field of literacy education that readers learn to read by reading and writers learn to write by writing. A possible solution to such a problem is the implementation of Reading and Writing Workshop into the classroom. Several fundamental features of a workshop approach to literacy instruction overlap with fundamental features of motivation. Specifically, Reading and Writing Workshop most clearly align with motivation in the areas of choice, social engagement, and environment. Because such a strong overlap does exist, an increase in student motivation through the curriculum of Reading and Writing Workshop is likely. Ultimately, the success of Reading and Writing Workshop in promoting motivation to read and write is largely dependent on the individual personalities and experiences which make up a classroom. Thus, it is essential that teachers know their students well before introducing a workshop approach to literacy into their instruction and adapt the model as necessary. Still, the general framework of Reading and Writing Workshop offers promise for teachers who are seeking different techniques to raise levels of motivation within their students.