Date Approved

5-26-2016

Embargo Period

6-2-2016

Document Type

Thesis

Degree Name

M.A. Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

First Advisor

Lee, Valarie

Second Advisor

Madden, Marjorie

Third Advisor

Browne, Susan

Subject(s)

Children--Books and reading; Boys--Education (Elementary)

Disciplines

Educational Methods

Abstract

The purpose of this research study was to better understand the role of reading motivation in a group of students at the Thomas E. Bowe School in southern New Jersey. I wanted to what motivates this group of boys to read and how typical they might be to other reluctant male readers. Qualitative inquiry strategies such as surveys, student interviews, interactive graphic organizers and a teacher interview were used. Upon analyzing the data, motivation for reading was poor. However, student book choice and commonalities in genre selection were consistent with current research. Struggling male readers look for teacher input and interaction to provide book recommendations. These reluctant readers will read books that are easily decodable and at their independent reading level. They prefer books that are humorous and entertaining. Student freedom and book choice are critical components of reading for the boys in this study.

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