A qualitative study of motivation to read for pleasure with adolescent struggling readers using a theoretical model

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Bibliographic Data

ID5811781
AuthorsGary Fisher (University of Louisville Hospital, corresponding author)
Year2013
Publication date2013-01-01
Open AccessNo
TypeTHESIS
PublisherUniversity of Louisville (PUBLISHER)
DOI10.18297/etd/440
OpenAlexW1868615555
LanguageEN
References cited9

A mixed method study explored a theoretical model that employed, combined, and added to the theories of self-determination, the reading engagement perspective, and the four-phase model of interest to motivate adolescent struggling readers to read for pleasure. The model adds to the existing body of research because it specifies an instructional starting point focusing on the powerful intrinsic motivation to read constructs of curiosity, involvement, and interest. Three teachers at different schools implemented the model with 18 students. The results and implementation varied with each teacher. Initially, students responded with an increased motivation to read for pleasure. From there, success varied with the remaining phases. Teachers had limited success with the second phase of the four-phase model of interest development. One teacher aptly maintained interest, one was unsuccessful, and the last teacher maintained interest with motivated students and led the others to more titles. All encountered difficulties when motivation to read waned. All teachers also encountered obstacles and implemented methods to restart pleasure reading. Two teachers had limited knowledge of young adult literature which affected motivation to read for pleasure. Throughout the study positive social interaction patterns positively affected students' motivations to read

Curiosity · Reading motivation · Child Development and Digital Technology · Impact of Technology on Adolescents · Parental Involvement in Education

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