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ERIC Number: ED567340
Record Type: Non-Journal
Publication Date: 2013
Pages: 179
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-9659-3
ISSN: N/A
Highly Motivated Children's Perceptions of Reading
Carney, Kelli Ann
ProQuest LLC, Ph.D. Dissertation, Oklahoma State University
The purpose of this interpretive case study was to explore the reading perceptions and attitudes of children who exhibited high levels of motivation to read. The study explored the extent to which the highly motivated children read and the extent to which they enjoy reading. Seven children enrolled in the fifth grade at a small, rural elementary school in Oklahoma participated in this study, including three boys and four girls. In order to determine children who were highly motivated, the Motivation to Read Profile (Gambrell, Palmer, Codling, & Mazzoni, 1996) was administered to 19 participants. Scores of the participants resulted in 7 students who met the criteria of exhibiting high levels of motivation to read and thus continued in the study. Qualitative methodology was employed. Data collected from participants' individual interviews, a written Reading Log, and a written Reading Journal were analyzed using the four steps of qualitative analysis (Bloomberg & Volpe, 2008) and themes were identified through selective highlighting (van Manen, 1990). The study resulted in a description of what reading means to children who exhibit high levels of motivation to read. The four major themes uncovered through analysis were Reading Activities, Self-Perceptions as Readers, Outside Influences on Reading, and Purpose of Reading. Interpretations from the data provided insights into children's affective domain of reading, showing they value reading and make connections with the books they read and the characters they read about. They enjoy reading but the level of enjoyment is determined by the various purposes for reading including reading to reach personal goals and explore interests. Relationships with family, friends, and teachers are important to my participants' reading attitudes, but the level and extent of each influence varied among them. Both intrinsic and extrinsic motivation played a role in their perceptions as readers and in their reasons to read. The study led to implications for educators, families, and researchers. [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 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oklahoma
Identifiers - Assessments and Surveys: Motivation to Read Profile