Term

Summer 2017

Capstone

Thesis

Degree Name

MALED

Primary Advisor/Dissertation Chair

Susan L. Manikowski

Secondary Advisor/Reader One

Dack Flagel

Peer-Reviewer/Reader Two

Verna Wong

Abstract

The research question addressed in this project was, what factors influence motivation to read with African American middle school males? Current research suggests that many African American males are performing poorly nationwide in reading. As the author researched the topic, four recurring categories emerged in searching for factors that would influence motivation in reading with African American middle school males. These categories included culturally relevant instruction, choice with literacy, building relationships and parental involvement. These four categories helped build the framework for a strategy guide that educators could use in reading intervention classes to help build proficiency in reading with African American males. The strategies could also be altered and used in other classrooms, as well as in a high school setting. The full strategy guide is located in Appendix A.

Research Methodology

Curriculum Development

Included in

Education Commons

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