Date Approved


Embargo Period


Document Type


Degree Name

MA Reading Education


Language, Literacy, and Sociocultural Education


College of Education

First Advisor

Browne, Susan

Second Advisor

Madden, Marjorie

Third Advisor

Abraham, Stephanie


Engagement, Independent Reading, Motivation, Sustained Silent Reading


Silent reading; Books and reading


Language and Literacy Education


The purpose of this conceptual study was to analyze what factors impact students' engagement and motivation to read independently. Further, the study sought to determine effective modifications to independent reading for today's students. Because this study is conceptual in nature, an extensive review of the current qualitative and empirical literature on independent reading was conducted. From there, the data was coded inductively to generate new ideas about what independent reading should entail for students today. Some clear patterns emerged. First, student choice and autonomy were cited as important factors for fostering students' motivation and engagement with reading. Second, simply providing time for independent reading is immensely important in getting students to see themselves as readers, and therefore become more engaged and motivated to read. Finally, talk around text was found to be paramount to motivating students to engage in independent reading. After reviewing the available literature, the implications determined that these factors must be integrated into independent reading programs to make them successful for today's students.