Orrico, Rachel2017-12-132017-12-132017-12-12http://hdl.handle.net/11603/7478The purpose of this study was to determine if student-selected texts would effect the motivation for students to read independently. This study utilized a quasi-experimental design with a pre-survey. The twenty-six students who participated in this study were members of a the grade class in suburban Maryland during the 2017-2018 school year. The study hypothesized that the self-selection of books and use of Good Fit Book Boxes would not have a statistically significant effect on student motivation to read. The results of this study showed no statistical significance for the first four weeks of the study; however, by the fifth week there was a statistically significant decrease in the number of student-recorded pages read. Observations made during this intervention as well as students’ self-assessment of reading are discussed in Chapters II, IV and V.30 pagesen-USCollection 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.Reading Intervention Programmotivationself selected textEducation -- Research papers (Graduate).Text