Program
Education K-12 M.A.
Year Approved
2020
First Advisor
Silmser, Lisa
Abstract
Research indicates that students in the upper elementary grades students show a decline in their motivation to read. Students that struggle in reading have less motivation than those that are more successful while it has been found that boys are also less motivated to read than girls. These are important years in a child’s development and it’s key that educators and parents support and encourage their students to find a deep love of reading. Giving students opportunities and exposure to text that links with activities and experiences they have in their life can help influence their motivation to read. Providing choices also gives students a chance to become more engaged with what they are reading and has been shown to increase their motivation to read. It is important to recognize who is already motivated to read in order to support them in their journey as learners and to know how to motivate others so that they can learn and grow in their educational journey as well. Motivation to read is complex and unique to individuals, so it is important to recognize the many different ways people experience the motivation to read.
Degree Name
Education K-12 M.A.
Document Type
Masterʼs thesis
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Anderson, E. (2020). How and Why Students are Motivated to Read in the Upper Elementary Grades [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/25