Reading Difficulties

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In spite of the growing emphasis on reading in schools, teachers continue to grapple with the challenge of helping students overcome their reading difficulties. The growing racial and ethnic diversity in the student composition, along with the differences in their individual learning styles, further magnify the problem for teachers (Cole, 2002). However, the act of reading is more than just a cognitive process of decoding the words and interpreting the meanings. As Garrett (2002) pointed out in his article, affective factors also play a significant role in influencing the students' willingness to learn how to read. Thus, the literature that is reviewed in this paper will be focused on how teachers can motivate students, regardless of their racial and ethnic backgrounds, to read.

In recent years, Garrett (2002) stated that educators and researchers have begun to recognize that both cognitive and affective factors affect the reading attitudes of students and concomitantly their reading performance. Maudeville (1994) highlighted the fact that the cognitive and affective functions are interwoven together in the act of reading. Thus, motivation is an important factor that should be considered by educators when they are confronted with the challenge of teaching students how to read. According to Guthrie, Van Meter et al. (1996), students who are motivated to read tend to adopt positive attitudes towards reading.

Based on this argument, Tesser, Felson and Suls (2000)

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DeGroot, 1990). The final factorùthe students' emotional reactionùis dependent on the other two factors. When the students possess strong beliefs about their ability to learn how to read and see a purpose in their reading, they will also have a positive reaction towards reading. In such instances, reading is regarded as a pleasurable activity, rather than as compulsory school work (Pintrich & DeGroot, 1990). Based on the literature about the factors that affect motivation in reading, many researchers have formulated recommendations on ways to help educators create a positive reading environment for students. First, Garrett (2002) and Fuchs (1987) suggested that the teacher should provide a wide selection of books in the classroom library, which are based on the personal interests of the students. This strategy is to provide students with a reason to participate in the act of reading. Second, students should be supported in their effort to overcome their reading difficulties. Instead of undermining the students' efforts with negative comments, Garrett (2002) and Cashin (1979) suggested that the teachers should be patient in their correction of the students' errors and focus on the students' success in specific t
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Approximate Word count = 1529
Approximate Pages = 6 (250 words per page)

Reading Difficulties

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