UVM Theses and Dissertations
Format:
Print
Author:
Driver, Lisa Vallee
Dept./Program:
College of Education and Social Services
Year:
2009
Degree:
Ed. D.
Abstract:
This study was designed to explore student reading motivation and reading achievement. The study examined the motivational profiles of struggling readers by assessing certain aspects of reading motivation and analyzing how these aspects related to student achievement. Struggling readers were identified as students who scored in the Substantially Below Proficient or Partially Proficient score on the NECAP's (New England Common Assessment Program). The study also explored gender, grade level and SES factors in relation to reading motivation and reading achievement.
This was a case study sampling of275 middle school students at a northern Vermont school. The students completed the Motivation for Reading Questionnaire (MRQ; Wigfield & Guthire, 1997). This 54 questionnaire categorizes questions in terms of eleven subscales of reading motivation. These subscales are part of three main MRQ motivational constructs which include competency and efficacy beliefs, intrinsic, extrinsic and performance goals, and social aspects ofreading. Student reading achievement was measured using the 2008-09 NECAP reading achievement scores administered in the fall of2008. Reliability analysis was conducted on the MRQ and results indicated reasonable reliabilities on all eleven subscales.
Results indicated that the struggling readers have lower motivation on many of the MRQ subscales in comparison to more capable readers. Competency and self-efficacy beliefs were significantly different for struggling readers in comparison to more capable readers. Additionally, mean scaled scores on many ofthe motivational subscales differed by gender and grade for struggling readers in comparison to Proficient and Proficient with Distinction readers. Three additional questions were added to the MRQ asking students how they liked to be grouped for reading instruction and what compensatory reading services they preferred. Results ofthis analysis indicated that students wanted to be grouped with peers on the same reading.level and to remain in the classroom with their classroom teacher to receive extra help for reading.
This study demonstrated the need to view competency and self-efficacy beliefs as an integral part ofreading instruction and design. Suggestions for future research to explore efficacy and competency at the middle school level are provided.
This was a case study sampling of275 middle school students at a northern Vermont school. The students completed the Motivation for Reading Questionnaire (MRQ; Wigfield & Guthire, 1997). This 54 questionnaire categorizes questions in terms of eleven subscales of reading motivation. These subscales are part of three main MRQ motivational constructs which include competency and efficacy beliefs, intrinsic, extrinsic and performance goals, and social aspects ofreading. Student reading achievement was measured using the 2008-09 NECAP reading achievement scores administered in the fall of2008. Reliability analysis was conducted on the MRQ and results indicated reasonable reliabilities on all eleven subscales.
Results indicated that the struggling readers have lower motivation on many of the MRQ subscales in comparison to more capable readers. Competency and self-efficacy beliefs were significantly different for struggling readers in comparison to more capable readers. Additionally, mean scaled scores on many ofthe motivational subscales differed by gender and grade for struggling readers in comparison to Proficient and Proficient with Distinction readers. Three additional questions were added to the MRQ asking students how they liked to be grouped for reading instruction and what compensatory reading services they preferred. Results ofthis analysis indicated that students wanted to be grouped with peers on the same reading.level and to remain in the classroom with their classroom teacher to receive extra help for reading.
This study demonstrated the need to view competency and self-efficacy beliefs as an integral part ofreading instruction and design. Suggestions for future research to explore efficacy and competency at the middle school level are provided.