Date Approved

1-10-2018

Embargo Period

1-11-2018

Document Type

Thesis

Degree Name

MA Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

First Advisor

Browne, Susan

Second Advisor

Madden, Marjorie

Third Advisor

Abraham, Stephanie

Subject(s)

Silent reading; Books and reading

Disciplines

Language and Literacy Education

Abstract

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.

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