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READING MOTIVATION IN UPPER ELEMENTARY STUDENTS: HOW CHILDREN EXPLAIN READING FOR PLEASURE
Title
READING MOTIVATION IN UPPER ELEMENTARY STUDENTS: HOW CHILDREN EXPLAIN READING FOR PLEASURE.
Creator
Poppe, Rebecca, Boote, David, University of Central Florida
Abstract / Description
This qualitative study investigated the phenomenon of the pleasure reading experience in fourth and fifth grade students. The purpose of the study was to create a dialogue with children regarding their leisure reading habits in an effort to inform our understanding of aliteracy, a term that refers to having the ability to read but choosing not to. Fourth grade students were surveyed to uncover their attitudes toward pleasure reading and eleven students were chosen for interviews. Comparative...
Show moreThis qualitative study investigated the phenomenon of the pleasure reading experience in fourth and fifth grade students. The purpose of the study was to create a dialogue with children regarding their leisure reading habits in an effort to inform our understanding of aliteracy, a term that refers to having the ability to read but choosing not to. Fourth grade students were surveyed to uncover their attitudes toward pleasure reading and eleven students were chosen for interviews. Comparative data was obtained from those students who conveyed either extremely negative or extremely positive attitudes toward reading. Students of both genders were selected who had varied ability levels. Parents and fourth-grade teachers were also interviewed in an effort to triangulate data. This study revealed similarities in the way reluctant readers and motivated readers experience pleasure reading physically and intellectually and contrasts in the way these children emotionally, psychologically, and socially experience pleasure reading. Reluctant readers described preferring reality-based and experiential approaches to leisure-time activities while motivated readers described the ability to internalize stories they read for pleasure. Parental modeling did not prove to be a strong influence with this group of children and reluctant readers reported that the Accelerated Reader program provided motivation for them to read in order to meet classroom requirements.
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Date Issued
2005
Identifier
CFE0000635, ucf:46528
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000635
The Impact of Access to Books on the Reading Motivation and Achievement of Urban Elementary Students
Title
The Impact of Access to Books on the Reading Motivation and Achievement of Urban Elementary Students.
Creator
Trimble Spalding, Lee-Anne, Hynes, Michael, Kelley, Michelle, Hoffman, Bobby, Clark, Margaret, Williams, Robert, University of Central Florida
Abstract / Description
The focus of this research was to study the association that reading motivation and reading achievement have with increased access to books provided by the non-profit program Book Trust, could have on urban elementary students, specifically second graders being educated in a large school district in Central Florida. Teacher data collection sheets, the Motivation to Read Profile (MRP): Reading Survey and the Florida Assessment for Instruction in Reading (FAIR) were used to measure the...
Show moreThe focus of this research was to study the association that reading motivation and reading achievement have with increased access to books provided by the non-profit program Book Trust, could have on urban elementary students, specifically second graders being educated in a large school district in Central Florida. Teacher data collection sheets, the Motivation to Read Profile (MRP): Reading Survey and the Florida Assessment for Instruction in Reading (FAIR) were used to measure the aforementioned associations. Findings revealed that increased access to books in these elementary schools did not have a statistically significant impact on reading motivation or reading achievement scores. In addition, teachers' demographic data, such as age, number of years teaching or highest degree held, did not impact their student reading achievement.
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Date Issued
2012
Identifier
CFE0004611, ucf:49933
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004611
Exploring High Performing Second Grade Students' Reading Achievement and Time Spent on i-Ready with Their Motivation to Read.
Title
Exploring High Performing Second Grade Students' Reading Achievement and Time Spent on i-Ready with Their Motivation to Read.
Creator
Webb, Chloe, Zygouris-Coe, Vassiliki, Kelley, Michelle, Wenzel, Taylar, University of Central Florida
Abstract / Description
The motivation to read plays a key role in any student's reading development and success. In the context of 21st century literacies and learning, students engage in reading with print and digital texts and read in traditional and multimodal settings. This situated thesis explored the topic of second grade students' motivation to read through the lens of reading performance and time spent reading and improving their reading skills using i-Ready. Fourteen second grade students in a Central...
Show moreThe motivation to read plays a key role in any student's reading development and success. In the context of 21st century literacies and learning, students engage in reading with print and digital texts and read in traditional and multimodal settings. This situated thesis explored the topic of second grade students' motivation to read through the lens of reading performance and time spent reading and improving their reading skills using i-Ready. Fourteen second grade students in a Central Florida elementary school classroom received the Motivation to Read Profile- Revised (MRP-R) (2013), an established survey, that is designed to gauge elementary school age students' motivation to read. In addition, the researcher selected the top 25% students who showed progress in reading using i-Ready results from Diagnostic 1 and Diagnostic 2 and conducted one informal conversation interview about their motivation to read. The MRP-R (2013) data was analyzed using elementary statistics in the areas of reader self-concept and value of reading. The informal conversational interview data was analyzed in terms of themes in the area of value of reading(-)i.e., other sources/books students like to read, if they like to read electronic sources or print ones, and what they read when they use the Internet. In summary, this study may guide myself as a teacher, and potentially other teachers, to make connections between what students are motivated to read and selecting text(s) for them to read when on i-Ready. The ultimate value of this study lies in guiding teacher instruction and decisions to maximize student motivation to read. The results from this study showed that the group that spent the most time was more positively motivated to read than the remaining second graders. However, the group that showed the most growth was not more or less motivated to read.
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Date Issued
2018
Identifier
CFE0007113, ucf:51934
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007113
Exploring the Trends Between the Reading Attitudes and Habits of Children and their Parents at a Community Reading Camp
Title
Exploring the Trends Between the Reading Attitudes and Habits of Children and their Parents at a Community Reading Camp.
Creator
Patterson, Darlshawn, Zygouris-Coe, Vassiliki, Wenzel, Taylar, Samuel, Dana, University of Central Florida
Abstract / Description
Reading attitude plays a vital role in the academic achievement of students. This thesis reports findings from a study of how parents' reading attitudes and habits may influence their children's reading attitudes and habits. Students and parents attending a metropolitan university's Saturday Reading Camp (SRC) in the United States participated in this study. Participants completed a survey that examined participants' reading attitudes and habits. Results from this study showed minor...
Show moreReading attitude plays a vital role in the academic achievement of students. This thesis reports findings from a study of how parents' reading attitudes and habits may influence their children's reading attitudes and habits. Students and parents attending a metropolitan university's Saturday Reading Camp (SRC) in the United States participated in this study. Participants completed a survey that examined participants' reading attitudes and habits. Results from this study showed minor similarities between the reading attitudes of parents and their children. However, there were more significant similarities between the reading habits of parents and their children.
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Date Issued
2017
Identifier
CFE0006901, ucf:51721
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006901
BRINGING JOHN GREEN TO SCHOOLS: INCORPORATING YOUNG ADULT LITERATURE IN A SECONDARY ENGLISH LANGUAGE ARTS CLASSROOM
Title
BRINGING JOHN GREEN TO SCHOOLS: INCORPORATING YOUNG ADULT LITERATURE IN A SECONDARY ENGLISH LANGUAGE ARTS CLASSROOM.
Creator
Adams, Emily, Kaplan, Jeffrey, University of Central Florida
Abstract / Description
As educators and administrators continue to struggle with the low literacy proficiency rates in this country, a new genre of literature is making its way into the classroom. Young Adult Literature, such as the works of John Green, are becoming a more familiar sight inside the classroom. However, some parents, educators, and members of the school districts are not happy with this new trend. In the last year, alone, young adult books have been challenged hundreds of times in hopes of getting...
Show moreAs educators and administrators continue to struggle with the low literacy proficiency rates in this country, a new genre of literature is making its way into the classroom. Young Adult Literature, such as the works of John Green, are becoming a more familiar sight inside the classroom. However, some parents, educators, and members of the school districts are not happy with this new trend. In the last year, alone, young adult books have been challenged hundreds of times in hopes of getting them removed from the classroom and library. I believe that these books need to stay in the schools, though. Through this thesis, I explore the possibility of Young Adult Literature having more of a presence in the secondary English Language Arts classroom in order to increase motivation, engagement, social awareness, and literacy rates. In this research project, only 13% of 11th and 12th grade English Language Arts students reported enjoying the reading they were currently assigned, despite their statement that they enjoy reading, in general. These books do not lead to motivated and engaged readers. By incorporating Young Adult Literature into the standard curriculum of an English Language Arts classroom, teachers can enhance motivation, engagement, and productivity. Students can continue to learn the same literary concepts and techniques, in addition to being exposed to current social problems. When Young Adult Literature is brought into a classroom, an environment is created in which students can learn what they think, why they think it, and how to respect the differing opinions of others.
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Date Issued
2014
Identifier
CFH0004583, ucf:45169
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004583