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ERIC Number: ED535421
Record Type: Non-Journal
Publication Date: 2009
Pages: 194
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1094-7637-8
Evaluating the Impact of Motivation to Read on Reading Gains for Struggling Adolescent Readers with and without Specific Learning Disabilities
Melekoglu, Macid A.
ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin - Madison
This study investigated the impact of motivation to read on the reading gains of struggling adolescent readers with and without specific learning disabilities (LD) who were exposed to a structured, research-based reading program over an 18-week period. Participants included 13 adolescents with LD and 25 students without disabilities from two middle schools and one high school in two school districts in Wisconsin. In this study, motivation to read was assessed by the Adolescent Motivation to Read Survey and reading achievement was measured by the Scholastic Reading Inventory. The impact of pretest motivation to read, increases in motivation to read, teacher, student age, pretest reading achievement, and student attendance (dosage) on improvements in overall reading achievement was evaluated by conducting multiple regression analyses. Additionally, the impact of pretest motivation to read, teacher, student age, pretest reading achievement, and student attendance on improvements in motivation to read was examined. The results of one sample t-tests yielded significant reading gains for all adolescents with and without LD, and multiple regression analysis indicated that pretest reading achievement and improvements in motivation scores predicted reading gains of adolescents with LD while none of the aforementioned factors was a significant predictor for reading gains of adolescents without disabilities. Additionally, results showed a significant improvement in motivation to read only for adolescents without disabilities. For students without disabilities, regression analyses identified pretest motivation as a significant predictor of gains in motivation. For students with LD, student attendance was a significant predictor of improvements in motivation to read. The low sample size was a limitation of this study, and additional research is needed to continue to investigate the impact of motivation to read on reading achievement of struggling adolescent 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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Wisconsin