Motivating students to read, particularly in upper elementary and secondary grades, can be a challenge. As texts become more complex and academic demands intensify, some students lose enthusiasm for reading and disengage. However, research shows that when students are given voice and choice in their reading experiences, motivation and engagement grow (Guthrie & Wigfield, 2000).
What Research Tells Us About Motivation
Research on reading motivation shows that students are more intrinsically motivated—in other words, motivated from within—when they are given choice in what they read, especially when text options are well matched to their reading abilities. Students are further engaged when they can collaborate with peers around reading and when reading materials are relevant to their lives, interests, and goals (Guthrie, et al. 2004).
These findings align with research in the realm of Self-Determination Theory (SDT), a framework for understanding human motivation. According to SDT, a people are motivated when they have:
- Autonomy: the freedom to make choices
- Competence: the belief that they are capable and effective
- Relatedness: a sense of connection to others
When educators give students voice and choice as readers, they help address needs for autonomy, competence, and relatedness. This, in turn, leads to intrinsic motivation for reading, which helps drive more reading and greater growth.
What Do We Mean by Voice and Choice in Reading?
Voice refers to students’ opportunities to express ideas, opinions, identities, and interests. It could involve reflecting on a character’s experience, connecting a theme to their own lives, or engaging in discussion.
Choice involves offering students options in what they read or how they demonstrate understanding. It might include choosing between texts or demonstrating understanding through writing, art, or conversation.
These practices are reinforced by Dr. Rudine Sims Bishop’s concept of “Windows, Mirrors, and Sliding Glass Doors,” which emphasizes the importance of offering texts that reflect students’ experiences (mirrors), introduce them to others’ perspectives (windows), and transport them to new worlds (sliding glass doors), strengthening identity, empathy, and imagination.
Why Voice and Choice Matter
When students are trusted to make choices (autonomy), engage in tasks aligned with their strengths (competence), and explore ideas in supportive, affirming environments (relatedness), their motivation for reading and learning are likely to grow. The result is more frequent reading, deeper engagement, and increased pleasure in reading and learning.
Of course, to fully benefit from these opportunities, students must have the foundational literacy skills that enable access to grade-level texts. Ensuring decoding, fluency, vocabulary, and comprehension skills are in place is essential—and voice and choice can still be strongly supported as striving readers build proficiency.
Practical Approaches for Educators
Incorporating voice and choice does not equate to a lack of structure. Practical strategies aligned to curricular goals include:
- Offering curated book selections aligned to learning goals
- Facilitating literature circles with multiple text options
- Providing “Choice Boards” with menus of options for demonstrating understanding
- Encouraging text reflections through personal response journals
- Using self-assessment or peer-assessment tools, based on rubrics
- Designing group discussions that invite all voices
- Creating collaborative activities that foster connection and community
A Call to Action
When educators give students voice and offer meaningful choices, they foster motivation, personal agency, and connection. Combined with a strong reading foundation, these practices help students grow as readers and engaged learners.
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