Date Approved

6-15-2023

Embargo Period

6-20-2023

Document Type

Thesis

Degree Name

M.A. Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

Advisor

Susan Browne, Ed.D.

Committee Member 1

Kate Kedley, Ph.D.

Committee Member 2

Robert Eisberg, M.A.

Keywords

asset versus deficit, family literacy, funds of knowledge, motivation to read, multilingualism, self determination theory

Subject(s)

Books and reading

Disciplines

Elementary Education | Language and Literacy Education

Abstract

This thesis is a case study on one group of on-level learners in a sixth grade language arts class in northern New Jersey. Students were instructed using Reader’s Workshop principles throughout the school year. This study looks at whether student choice, using reader’s workshop, and providing student feedback affect reading motivation. Motivation to read is measured though Gambrell’s Motivation to Read Profile, once at the beginning of a Reader’s Workshop unit and once at the end. Throughout the unit, students are asked to rate their experiences and share their thinking. Parents are interviewed to determine familial literacy history and provide context for student learning. Students are assessed through the unit using informal as well as formal measures. This study asks the question: “How are middle school students inspired or motivated to read?” and “How can educators inspire the motivation of students in reading?"

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