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ERIC Number: ED525383
Record Type: Non-Journal
Publication Date: 2011
Pages: 162
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1244-6716-0
ISSN: N/A
The Effects of Sustained Silent Reading on Motivation to Read
Williams, Nocola Ann
ProQuest LLC, Ed.D. Dissertation, Walden University
A discrepancy exists on both state and local assessments between economically disadvantaged and noneconomically disadvantaged 4th grade students in the area of reading. As students enter the intermediate grades, their motivation to read begins to dwindle. This lack of motivation can ultimately put the academic career of these students in jeopardy. Teachers have always been interested in finding ways to motivate their students to read, but are often not successful at identifying motivational triggers. The purpose of this study was to find if differences existed between the Motivation to Read survey scores of 4th grade students who participated in sustained silent reading (SSR) and those who did not. A second purpose was to determine if differences existed between the Motivation to Read survey scores of economically disadvantaged and noneconomically disadvantaged 4th grade students who participated in sustained silent reading and those who did not. The research questions addressed whether score differences between the groups were statistically significant. Using social learning theory and Maslow's hierarchy of needs as the theoretical frameworks, this study adds to the literature on SSR and reading motivation. A 1-factor mixed ANOVA, and a 2-factor mixed ANOVA were used to analyze the data. Results indicated no significant differences in the Motivation to Read survey scores between any of the groups surveyed. This study has the potential to promote positive social change for teachers who seek to utilize action research in their classrooms in order to find ways to motivate their students to read. Positive social change can result when students are motivated and engaged in the act of reading. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A