NotesFAQContact Us
Search Tips
Back to results
ERIC Number: ED542794
Record Type: Non-Journal
Publication Date: 2012
Pages: 137
Abstractor: As Provided
ISBN: ISBN-978-1-2672-8035-0
Guided Reading and Motivation
Hauptman, Allyson L.
ProQuest LLC, Ph.D. Dissertation, The University of Nebraska - Lincoln
The purpose of this study was to determine the relationship between Guided Reading and student motivation to read across fourth, fifth, and sixth grades. The study defined literacy motivation as: (a) task value; (b) self-perceived competence; (c) students' perceptions of the Guided Reading format. Factor analysis and repeated measures ANOVAs were used to determine differences in motivation after implementation of Guided Reading. The Developing Language and Literacy Teaching Rubric-Guided Reading data were used in determining the level at which participating teachers implemented the Guided Reading format. Results showed that Guided Reading is not a motivating instructional strategy for fourth, fifth, and sixth grade students, and had a negative effect on task value for reading. Several important reasons for this decline emerged as factors for teachers to consider when called upon to implement Guided Reading in upper elementary grade classrooms. [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: Elementary Education; Grade 4; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A