Electronic Theses and Dissertations

Identifier

6352

Date

2018

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Instruction & Curriculum Leadership

Committee Chair

Clif Mims

Committee Member

Amanda Rockinson-Szapkiw

Committee Member

Andrew Tawfik

Committee Member

Damaris Purtle

Abstract

The purpose of this quasi-experimental, pre-posttest nonequivalent control group study was to compare two types of reading instruction (English Language Arts vs. English Language Arts with pleasure reading) on 9th and 10th-grade students reading motivation. Much of the research on reading motivation is focused on elementary and middle school students, even though the decrease in reading motivation is detrimental at the high school level. Therefore, this study was guided by research questions that examined if there were differences in 9th and 10th-grade high school students' 1) reading motivation, 2) self-concept as a reader, and/or 3) value of reading after participating in traditional English Language Arts instruction as compared to the intervention of English Language Arts instruction with pleasure reading. In this four-week study involving 216 students, the control group (N = 94) received traditional English Language Arts instruction while the experimental group (N = 122) received the same instruction enhanced with ten minutes of daily classroom pleasure or choice reading. Pre- and post-survey data were collected with the Adolescent Motivation to Read Profile (AMRP) to gauge self-reported attitudes toward reading before and after four weeks of study implementation. An analysis of covariance (ANCOVA) was performed to compare the AMRP mean scores of the two groups to determine if there were statistically significant changes over time to students reading motivation, self-concept as a reader, and/or value of reading. Results revealed that students in the experimental group did show a significant increase in reading motivation, self-concept as a reader, and value of reading. Thus, daily involvement in pleasure reading appears to be beneficial in increasing the reading motivation of high school students. Future research can examine implementation of various interventions to determine ways to further enhance various aspects of reading motivation for high school students.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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