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The Read-a-Difference Fellowship

As early as 1997 researchers and teachers alike, emphasized the cognitive aspects of reading, paying less attention to the motivational aspects (1). This emphasis is still true today, even though most reading experts agree that reading motivation is an important component of teaching reading (2).

Reading motivation influences reading stamina (3), reading persistence in the face of challenge (4), reading performance (5), and general cognitive task performance (6).

Motivating our students to read seems increasingly important when faced with the gradual decline in the value and interest of reading among young readers. Shockingly, this decline begins as early as first grade (7).

This is why the Read-a-Difference Fellowship was created to help teachers encompass both the skill and the will of learning to read.

The Read-A-Difference Fellowship is a professional development opportunity, assisting elementary school teachers to connect the essential literacy skill instruction with the equally essential motivational reading practices without distracting from the fidelity of their required literacy programs.

Child speaking in front of the class.


  1. Wigfield, A. (1997). Reading motivation: A domain-specific approach to motivation. Educational Psychologist, 32(2), 59-68.

  2. Guthrie, J. T., & Humenick, N. M. (2004). Motivating students to read: Evidence for classroom practices that increase reading motivation and achievement.

  3. Duke, N., Pearson, P. D., Strachan, S., & Billman, A. (2011). Essential elements of fostering and teaching reading comprehension. What research has to say about reading instruction, 4, 51-93.

  4. Guthrie, J. T., Wigfield, A., Humenick, N. M., Perencevich, K. C., Taboada, A., & Barbosa, P. (2006). Influences of stimulating tasks on reading motivation and comprehension. The Journal of Educational Research, 99(4), 232-246.

  5. Wigfield, A., & Guthrie, J. T. (2013). Motivation for reading: An overview. Motivation for Reading: Individual, Home, Textual, and Classroom Perspectives: A Special Issue of Educational Psychologist, 32(2), 57-58.

  6. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28(2), 117-148.

  7. Wigfield, A., & Guthrie, J. T. (2000). Engagement and motivation in reading. Handbook of Reading Research, 3, 403-422.