Assessing High School Students’ Reading Motivation in a Voluntary Summer Reading Program

McGaha, Julie M.; Igo, L. Brent

doi:10.1002/jaal.00050

Cited by 6 publications

(2 citation statements)

References 21 publications

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“…In the United States, McGaha and Igo (2012) reported on a voluntary summer reading program for high school students that included several features supportive of adolescent reading motivation (e.g., autonomous nature of the program, access to high‐interest texts, reading material relevant to own lives, opportunities for social collaboration). Following the summer reading program, McGaha and Igo found positive reports from students, including engagement by those who would not have otherwise read during the summer.…”

Section: Reading Motivationmentioning

confidence: 99%

Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books

Wilkinson¹,

Andries²,

Howarth³

et al. 2020

J Adolescent & Adult Lit

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To encourage more adolescents to read books, listening to their perspectives and experiences of book reading is a good start. F rom childhood to adolescence, declines in positive attitudes toward reading and in the frequency of reading have been commonly cited. Starting in childhood (McKenna, Kear, & Ellsworth, 1995) and continuing throughout adolescence (Clark, 2019; McKenna, Conradi, Lawrence, Jang, & Meyer, 2012), educators are often concerned about the lack of interest, enjoyment, and engagement that many adolescents show toward book reading. However, in a recent U.K. literacy survey of children and young adults (n = 49,049), it was found that middle adolescence was a particularly vulnerable period for reading attitudes and engagement (Clark, 2019). Indeed, adolescents ages 14-16 reported enjoying reading less and were less likely to read daily than their younger (ages 8-14) and older (ages 16-18) counterparts (Clark, 2019). Furthermore, 14-16-year-olds were less likely to say that there were lots of things they would like to read and that they could find things to read that interested them. In the present study, we sought to understand adolescents' (ages 15 and 16) reasons for reading and not reading print books. To be succinct, we use the term books throughout to refer to print books. To promote book reading among adolescents, it is essential that teachers understand what motivates them to read books, as well as understand the challenges associated with encouraging book reading. Adolescents are engaging in diverse literacy activities (e.g., Clark, 2019; Korobkova & Collins, 2019), yet book reading has been consistently associated with a wide range of positive cognitive and academic outcomes. For example, students who read more books have better general knowledge, verbal abilities, reading comprehension/speed/accuracy, spelling skill, and school achievement (Duncan, McGeown, Griffiths,

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Section: Reading Motivationmentioning

confidence: 99%

Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books

Wilkinson¹,

Andries²,

Howarth³

et al. 2020

J Adolescent & Adult Lit

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“…Increasing time for intervention and instruction could be done by extending the school day (after school or before school support), running summer programs, or focusing the time available during the school day. McGaha & Igo (2012) found that summer reading programs were more likely to succeed when staff offered high interest reading materials. Schools can also maximize the value of instructional time by increasing its intensity or by offering small group or one-on-one instruction (Buffum et al, 2012).…”

Section: Challenges That Impede Teaching Reading At the High School L...mentioning

confidence: 97%

What teachers say about teaching reading at the high school level: an action research study

Ambrose

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The velvet steamroller, an excellent critical friend, and dissertation chair. I have learned that "no one of us is as smart as all of us" (Blanchard, 2022), and your encouragement, support, and guidance have made this paper a reality. Dr. Conn. Your meaningful feedback has made a significant difference in my work and life. Dr. Ross Greene-mentor, friend, confidant, and leader. I vow to keep helping all kids to do well. John Wortmann-advisor and guide. Thank you for teaching me that true leadership is coaching. Diana Rooney, Phyllis Kennedy, and all the staff. You held down the fort when I needed to focus. Ray Grogan. Others should be so lucky to have a friend like you. Dr. Robert Dawson. Your edits were a gift. Thank you. Dr. Mark McDonough. Thank you for being the third reader, and for encouraging me to enroll in this program. 4 DedicationThis paper is dedicated to Camille O. Beane (Grammie). Her lifetime commitment to ensuring that children learn to read continues to inspire all who knew her. We miss you and love you eternally.

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