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ERIC Number: ED581074
Record Type: Non-Journal
Publication Date: 2017
Pages: 193
Abstractor: As Provided
ISBN: 978-0-3554-5341-6
A Mixed Methods Study on Developing Low-Income Kindergarten Students' Intrinsic Reading Motivation
Brady, Kara J.
ProQuest LLC, Ed.D. Dissertation, Widener University
The purpose of this mixed methods study was to determine how the effects of kindergarten teachers' evidence-based literacy instructional practices impact the development of low-income kindergarten students' intrinsic reading motivation. The research questions are: (a) What are kindergarten teachers' perceptions of students' intrinsic reading motivation when kindergarten children are provided with opportunities to make choices about teacher read-aloud picture books, peer socialization with teacher read-aloud picture books, and involvement in a relevant writing activity of authoring their own books in relation to favorite teacher read-aloud picture books?; (b) What effect did the kindergarten teachers' literacy instructional practices have on their kindergarten students' self-concepts as readers, their value of reading, and merit of literacy outloud as measured by their pre- and post-test Me and My Reading Profile (MMRP) reading survey scores? The researcher measured 130 low-income kindergarten students' intrinsic reading motivation with the MMRP (Marinak, Malloy, Gambrell, & Mazzoni, 2015) reading survey and the kindergarten teachers' weekly anonymous blogging responses on a Webstarts (Barger, 2017) blog website. A paired samples t-test indicated that there were no significant differences between the kindergarten students' pre-test and post-test total scores on the MMRP reading survey (Marinak et al., 2015), t(129) = -0.70, p > 0.05. However, growth was found on the MMRP subscales when the kindergarten children's gender was examined. Anonymous teacher blogging data also indicated significant perceived growth in the kindergarten students' intrinsic reading motivation. Kindergarten teachers of low-income children could explore how evidenced-based literacy instructional practices develop students' intrinsic reading motivation. [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: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A