Reward Systems May Not Motivate Learners

Cobb and Whitney’s research (2011) stressed that “contingent rewards initially undermine intrinsic motivation”, while non-contingent rewards may prompt readers to select easy reads (p. 90). My son, Nolan, is an avid fiction reader. He was failing his 7th grade reading class last six weeks because he did not want to read a nonfiction book. My oldest  son, Ezekiel a 9th grader, is in all AP courses. He does not enjoy reading anymore but would always win the AR award for his elementary school. Both of my sons, the creative reader, and the engineer mind, have been failed by the AR system. Luckily, my youngest son loves to read, despite not enjoying the feeling of failure because he is not interested in the books he must read for the AR system. The oldest son was failed because he no longer reads at all unless it is an assignment.

Apparently, we are not alone. Many feel that reward systems are failing our students. Issues include lack of constructive and meaningful feedback, the selection of AR books, a focus on quizzes and not meaningful discussions about readings. I found a few blogs that really highlight the issues facing students who are being failed by the AR system to include http://blog.penningtonpublishing.com/reading/the-18-reasons-not-to-use-accelerated-reader/.

Are grades really a reward? I don’t see grades as reward, but grades are a measurement. Grades do not motivate all learners. Unless students are intrinsically motivated, they don’t really care about the grade. Also, what are we measuring?

Engagement and motivation is key. Assessment as a measurement tool helps us redirect instruction to engage students. AR in my option does not accomplish this for my son. What motivates kids? Sometimes competition works. Other students may not be competitive or care about measuring higher compared to peers.

Cobb, J. and Whitney, P. (2011) Who is the reader? cognitive, linguistic, and affective factors impacting readers.  In J.B. Cobb, & M. K. Kallus (Eds.), Historical, Theoretical, and Sociological Foundations of Reading in the United States (pp. 13-66). Boston, MA: Pearson.