Capstone/Dissertation Title

How can middle school language arts teachers engage unmotivated readers in independent reading?

Term

Summer 8-10-2016

Capstone

Thesis

Degree Name

MALED

Primary Advisor/Dissertation Chair

Marcia Rockwood

Secondary Advisor/Reader One

Kari Ross

Peer-Reviewer/Reader Two

Madalyn Wegleitner

Abstract

The author of this capstone examined the question, how can middle school language arts teachers engage unmotivated readers in independent reading? To explore this, he researched student motivation and best practices in independent reading programs. He then used this information to set up an independent reading program in his summer school classroom. Students were surveyed before and after the action research portion of the capstone, allowing the author to learn about student reading opinions and attitudes. Best practice elements incorporated into the summer school classroom included: providing a variety of appropriate materials, creating a comfortable physical space, fostering a supportive community, providing guidance in choosing books, offering feedback to students as they read, allowing for social interaction around text and creating authentic activities around reading. The author saw student engagement increase after implementing these best practice strategies.

Research Methodology

Action Research

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