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ERIC Number: ED522264
Record Type: Non-Journal
Publication Date: 2010
Pages: 169
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1243-7066-8
The Motivational Factors that Affect Adolescent Reader's Comprehension
Lengyel, Emilia M.
ProQuest LLC, Ed.D. Dissertation, Saint Joseph's University
A challenge facing high school educators is that which includes motivating students to learn, helping students engage in their learning, and providing adolescents the tools that they can use in comprehending the many forms of texts that are presented to them. Many students have access to libraries and technologies yet they do not avail themselves to these services. A number of students have varying reading difficulties that are related to their inability to attend to most literacy activities, academic and non academic. Schools use standardized testing and other forms of assessments to identify literacy weaknesses in students. Schools provide services for students with learning disabilities, yet students continue to have learning difficulties. There are students who seem to lose their interest in reading after elementary school and continue to avoid reading through middle school. Unfortunately, this has an impact on student reading at the high school level. This study attempted to identify what factors motivate students to read as well as identifying methods in which to assist students in developing skills that will assist student in reading a variety of texts. Data was collected using a researcher created Student Reading Interest Survey, the Gambrell Motivation to Read Profile, the Critical Reading Inventory, researcher observations, and student wikis and blogs used to respond to literature. The study found that direct reading instruction and student choice prove to be both motivating to students as well as having a direct influence on reading comprehension. Having certain routines and standards provide students with structure in a classroom. Most importantly, students feeling validated, and given many opportunities to be heard and listened to paired with affording the students with the tools to metacognitively understand how they themselves learn is critical for students to be successful learners and life-long readers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A