Motivating the Slow Reader

Abstract

To many teachers, the application of operant techniques to the classroom suggests bribery or giving candy. Better understanding, however, and creative application of that understanding, can suggest many constructive and culturally acceptable techniques to better serve the needs of children, especially those children who experience difficulty in learning.

In the study reported, the children were introduced to a contingency program that was effective in helping them to learn to read. The program involved the introduction of structure that resulted in better responses. Behaviors that were desirable were made clear, and success in small units was visually recorded as it occurred. The children were able to see their success accumulate toward both short-term (smiling faces) and long-term (mural completion) goals. They were able to see themselves grow—daily, and over a course of weeks. The program required that learning be rewarded in the best possible way: by seeing one's self grow. Children who might be said to be immature or distractible were helped to attend by being given structure and feedback of the kind they needed most. At the same time, a classroom bulletin board became increasingly attractive and interesting—and perhaps more important to the children than it had ever been before.