Abstract

Reading motivation has been the subject of many research studies in recent years. Primarily, reading motivation is linked to academic achievement. Students who are motivated to read are more likely to perform better in school, succeed in academic settings, and become lifelong readers. Reading motivation is also a major aspect of an engaged reader. An engaged reader is highly motivated and uses higher-level thinking skills and reading strategies while reading. Unfortunately, students in the United States have been identified as less-motivated to read. So, it begs the question, how can we motivate students to read? There are many strategies teacher can implement in their classroom to motivate students to read. They can implement teacher modeling, in which they demonstrate to their students that they value reading and have knowledge of a wide-range of books. Teachers can create a book-rich environment, in which they provide students access to books through classroom libraries, comfortable reading areas, and book displays. Teachers are also recommended to read aloud to their students, allow students to choose books to read, and implement cooperative and independent reading time for students. This essay provides an in-depth literature review over these recommended reading motivation strategies. The essay will also explore the strategies teachers are actually using in their classrooms compared to the strategies research has recommended teachers use to foster reading motivation in students.

Semester/Year of Award

Fall 2013

Mentor

Angie Madden

Mentor Department Affiliation

Curriculum and Instruction

Access Options

Restricted Access Thesis

Document Type

Bachelor Thesis

Degree Name

Honors Scholars

Degree Level

Bachelor's

Department

Teaching, Learning, and Educational Leadership

Department Name when Degree Awarded

Curriculum and Instruction

IRB Approval Number (if applicable)

14-044

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