Reading Incentive Programs: Beliefs and Practices

Over the past several years, literacy scholars have devoted considerable attention to issues relating to the motivation of young readers (Gambrell, 1996; Guthrie & Alao, 1997; Guthrie & Wigfield, 1997; Turner, 1995; Turner & Paris, 1995; Wigfield, 1997). These combined works have added to our understanding of the conditions which should exist in literacy learning environments if children are to achieve high levels of interest, engagement, comprehension, and enjoyment in their reading tasks. A child's motivation toward learning tasks, including literacy, is especially relevant for educators and parents to consider since several of the major goals of early education are to develop interest in lifelong learning as well as self-regulation and autonomy (Reeve, 1996). In this article, we review the conditions that must be present to motivate behavior, with specific attention to literacy engagement. We then contrast information in these two areas (general motivation and literacy engagement) with the results of a survey used to investigate the characteristics of reading incentive programs; one of the most ubiquitous practices used in classrooms to motivate children's literacy engagement.