The Impact of Intrinsic Motivation on Reading Achievement and Reading Attitudes
Loading...
Links to Files
Permanent Link
Collections
Author/Creator
Author/Creator ORCID
Date
2021-05-05
Type of Work
Department
Program
Masters of Education
Citation of Original Publication
Rights
This work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
Attribution-NonCommercial-NoDerivs 3.0 United States
Attribution-NonCommercial-NoDerivs 3.0 United States
Abstract
The purpose of this study was to investigate the impact of intrinsic motivation on the reading achievement and reading attitudes of first grade students. The measurement tool used to measure reading attitudes was the Elementary Reading Attitude Survey, and the measurement tool used to measure reading achievement was the Pioneer Valley Running Record Assessment. This study involved the use of a pretest/posttest design to compare data from the beginning to the end of the four week intervention period. The results of this study indicated there was no significant difference between the reading attitudes of students who received the intrinsic motivation strategy and students who did not receive the intrinsic motivation strategy. Students in the control group were significantly more likely to move up a reading level on the Pioneer Valley Running Records assessment. Although the students in the intrinsic motivation group were less likely to move up a reading level on the Pioneer Valley Running Records Assessment, all of the students in the intrinsic motivation group showed improvement in their reading accuracy, self- correction rate, fluency, and/or comprehension scores when compared to their pre-assessment. Research in the area of intrinsic reading motivation and reading attitudes should continue in order to help educators implement more effective motivation strategies and gain a more expanded and balanced view of student reading attitudes and reading achievement.