Adolescent Motivation to Read

Motivation.

As we are at the end of the school year, I’m really lacking motivation . . . and so are my students. The term “motivation” has made me think about one of the best assessments that I use: The Adolescent Motivation to Read Profile. This assessment is based on the Motivation to Read Profile (MRP) developed by Gambrell et al. (1996) and then was revised for use with adolescents by Pitcher et al. (2007). I usually give this assessment at the beginning and end of the year, but it is a long and tedious process.

Both the original MRP and AMRP have two parts to the assessment: a reading survey and a conversational interview.Here is how it works:

  • The reading survey for the AMRP is a twenty-one-question survey. The first question asks their gender and does not receive a code.  In the rest of the survey, there are 10 questions to assess the students’ self-concept as a reader (questions 1, 3, 5, 7, 9, 11, 13, 15, 17, 18) and 10 questions to assess the students’ ideas on the value of reading (questions 2, 4, 6, 8, 10, 12, 14, 16, 18, 20). All 20 questions use a four-point scale. Questions 2, 3, 6, 9, 11, 12, 13, 14, 16, 17, 19 are regularly coded. This means that when a student circles A it is equal to one point, B is equal to two points, C is equal to three points, and D is equal to four points. Questions 1, 4, 5, 7, 8, 10, 15, 18, 20 are recoded so that A is equal to four points, B is equal to three points, C is equal to two points, and D is equal to one point.  The raw scores are calculated out of 40 for self-concept and value and then added together out of 80 to get a full survey total.
  • The conversational interview component consists of 14 questions designed to encourage deeper responses about narrative and informational reading and general reading engagement. The AMRP uses similar questions and format as the original Motivation to Read Profile but includes more questions about the use of electronic sources, what types of texts students choose to read and write, and instructional techniques that students enjoy (Pitcher et al, 2007)

I go through these crazy calculations each year. And it drives me batty. I am going to work on putting this into a digital form this year. But in the meantime, here is the assessment: Adolescent Motivation to Read Profile

Happy Motivating!

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