Cameron, Judy

Gear, Amber

Wizniak, Rhonda

English

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The Alberta Journal of Educational Research Vol. 50, No. 2, Summer 2004,200-203 Research Notes Amber Gear Rhonda Wizniak and Judy Cameron University of Alberta Rewards for Reading: A Review of Seven Programs A major issue i n educational settings today is whether setting up incentive systems for students facilitates or hinders learning and motivation (Cameron & Pierce, 2002; Deci, Koestner, & Ryan, 2001). Regardless of the controversy, many teachers and professionals believe that rewards and incentives ignite students' motivation to read. This is evidenced by the widespread adoption of sponsored reading incentive programs throughout North America. Such pro-grams aim to increase the amount of time children spend reading, to improve reading skills, and to make reading enjoyable. The present study was designed to evaluate seven reward-for-reading programs. Table 1 presents a brief description of the seven programs we examined. Characteristics of an Effective Reward Program There has been little direct research on the development of effective incentive programs for improving students' reading. However, reviews and meta-analyses of laboratory experiments on rewards and intrinsic motivation (Cameron, 2001; Cameron, Banko, & Pierce, 2001; Cameron & Pierce, 1994, 2002; Deci, Koestner, & Ryan, 1999; Dickinson, 1989; Eisenberger & Cameron, 1996; Flora, 1990) as wel l as recent experimental research on the use of rewards (Eisenberger, Rhoades, & Cameron, 1999; Pierce, Cameron, Banko, & So, 2003) can help to inform the development of an effective reward-for-reading pro-gram. Specifically, rewards have been found to produce positive effects on motivation and performance when: • the rewards involve spontaneous and sincere positive feedback and praise; • students are rewarded often and immediately following successful performance; • students are given occasional unexpected rewards; • tangible rewards (e.g., prizes, grades, stars, etc.) are given for meeting clear performance standards; • tangible rewards are given for succeeding at increasingly challenging tasks; Amber Gear and Rhonda Wizniak are currently doctoral students in the Department of Educational Psychology. Amber is a provisional chartered psychologist; Rhonda is an elementary school teacher who works with special populations. Judy Cameron is a professor in the Department of Educational Psychology; her research primarily focuses on learning principles and their application to education. She can be reached at judy.cameron@ualberta.ca. 200 Reioards for Reading: A Review of Seven Programs Table 1 A Description of Seven Reward for Reading Programs Program Participants Rewards Reward Contingency Length of Program Book It K to grade 6 Pizzas, stickers, buttons Meet individual teacher-set goals (e.g., number of books read, time reading) Six months All American K to grade 6 McDonald's Read 10 books; discuss Until 30 books Reading meal with partner are read Challenge Books for grade 4 $1.00 per book Read book; report to Varies from Bucks read parent or teacher weeks to months Running Start grade 1 Bookmarks, posters, stickers, books Read 21 books in 10 weeks Ten weeks Read to K to grade 6 An entry to win Read as many books as School term Discover a $1,000 library grant possible Minute Maid K to grade 6 Certificates, Read 8 books Two months Summer coupons for Program Minute Maid products Book K to grade 8 Interactive Read books from a Varies Adventure games, reading list and pass according to (Internet printable prizes quizzes teacher/parent program) preference • tangible rewards are items students enjoy (e.g., books, computer games); • students are involved in setting up the reward system; • student performance is recorded and rewards are phased out when behavior increases. Our Evaluation of Seven Reward for Reading Programs Each of the seven reward-for-reading programs was assessed according to whether it met the criteria presented above. Table 2 is a summary of our analysis. Overall , Table 2 shows that Book It and Book Adventure meet most of the criteria. In contrast to the other programs, students receive rewards in the Book It and Book Adventure programs when they succeed in meeting increasing-ly challenging standards. A s well , teachers and parents work with students to set up these programs, and students are rewarded often. Table 2 indicates that most of the programs meet at least some of the criteria. For example, most programs we examined keep detailed records to track student progress, the rewards are items that students enjoy, and praise is given. However, none of the programs phases out the rewards when reading in -creases. Survey Evaluations of the Programs In addition to examining how rewards have been used i n such programs, it is of major importance to determine whether the program goals have been met 201 A. Gear, R. Wizniak, and J. Cameron Table 2 Evaluation of Reading for Reward Programs in Relation to Characteristics of an Effective Reward Program. Book it Reading Books Running Read to Minute Book Challenge for Bucks Start Discover Maid Adventure Reward increasingly challenging tasks YES NO NO NO NO NO YES Choose rewards students enjoy YES YES YES YES NO NO YES Work with students to set up reward program YES NO NO YES No Info NO YES Reward students often YES NO YES NO NO NO YES Use unexpected rewards occasionally NO NO YES NO NO NO YES Reward students for meeting performance standards No Info YES YES YES NO NO YES Keep records of performance YES YES YES YES YES YES YES Use spontaneous praise YES No Info YES YES No Info No Info YES Phase out reward when behavior increases NO NO NO NO No Info NO NO and to assess students' reading skills. Unfortunately, there is a dearth of re-search on the effectiveness of the reading reward programs. Instead, most program evaluations are testimonials from teachers, parents, and students who Table 3 Survey Evaluations of the Reward for Reading Programs Program Evaluators Participants Results Book It Book It Bucks for Books Running Start IHSSURI*(1986) Flora& Flora (1999) McNinch, Steely, & Davidson (1995) Coulson & Hood (2000) 2,741 teachers who participated in the program 171 undergraduate students (some had participated in Book It and some had not) 20 grade 3 students who were in the program 104 grade 2 students (some had participated in program, some had not) Teachers reported that students read more, grades improved, and reading attitude improved No significant differences between groups on amount read, but students reported positive effects of Book It Attitude toward reading changed positively during program Significant difference between groups on attitude toward reading; those in program had more positive attitudes *IHSSURI = Institute of Human Science and Services at the University of Rhode Island. 202 Rewards for Reading: A Reviezv of Seven Programs claim that the programs increase reading motivation. A few surveys have examined attitudes toward these programs; Table 3 presents a brief description of these surveys. Overall , the few surveys that have been conducted suggest that students w h o participate i n the programs read more and have a positive attitude toward reading. However, more systematic research is needed before f irm conclusions can be drawn about the benefits for students. Conclusion Parents, educators, and administrators want a better understanding of what goes into an effective reward-for-reading program. We propose criteria against which existing programs can be evaluated. What is needed is research directed toward determining the relative importance of each criterion, the relationship between criteria, and the effects on students' reading skills and motivation to read. O u r future research w i l l be directed toward assessing the relationship between the procedures used in a reward program and student outcomes. References Cameron J. (2001). Negative effects of reward on intrinsic motivation—A limited phenomenon: Comment on Deci, Koestner, and Ryan (2001). Revieio of Educational Research, 71,29-42. Cameron, J., Banko, K . M . , & Pierce, W.D. (2001). Pervasive negative effects of rewards on intrinsic motivation: The myth continues. Beliavior Analyst, 24,1-44. Cameron, J., & Pierce, W.D. (1994). Reinforcement, reward and intrinsic motivation: A meta-analysis. Review of Educational Research, 64,363-423. Cameron, J. & Pierce, W.D. (2002). Reivards and intrinsic motivation: Resolving the controversy. Westport, CT: Bergin & Garvey, Greenwood. Deci, E.L., Koestner, R., & Ryan, R.M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125,627-668. Deci, E.L., Koestner, R., & Ryan, R. M . (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Revieio of Educational Research, 71,1-27. Dickinson, A . M . (1989). The detrimental effects of extrinsic reinforcement on "intrinsic motivation." Behavior Analyst, 12,1-15 Eisenberger, R., & Cameron, J. (1996). The detrimental effects of reward: Myth or reality? American Psychologist, 51,1153-1166. Eisenberger, R., Rhoades, L., & Cameron, J. (1999). Does pay for performance increase or decrease self-determination and intrinsic motivation? Journal of Personality and Social Psychology, 77, 1026-1040. Flora, S.R. (1990). Undermining intrinsic motivation from the standpoint of a behaviourist. Psychological Record, 40,323-346. Pierce, W.D., Cameron, ]., Banko, K.M. , & So, S. (2003). Positive effects of rewards and performance standards on intrinsic motivation. Psychological Record. 203 

Rewards for Reading: A Review of Seven Programs

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Rewards for Reading: A Review of Seven Programs

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