WHAT ARE THE EFFECTS OF ALLOWING SELF-SELECTION ON READING MOTIVATION AND SKILLS? Colleen Mary Bruckmann B.S., Illinois State University, Normal, Illinois, 2002 THESIS Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in EDUCATION (Curriculum and Instruction) at CALIFORNIA STATE UNIVERSITY, SACRAMENTO SPRING 2009 WHAT ARE THE EFFECTS OF ALLOWING SELF-SELECTION ON READING MOTIVATION AND SKILLS? A Thesis by Colleen Mary Bruckmann Approved by: Committee Chair y k .Second Reader v g Dr. o r o qf /09 Date l ii Student: Colleen Mary Bruckmann I certify that this student has met the requirements for format contained in the University format manual, and that this thesis is suitable for shelving in the Library and credit is to be awarded for the thesis. /(cid:143)5 ';w f Dr. Robert Pritchard, Department Chair Department of Teacher Education iii Abstract of WHAT ARE THE EFFECTS OF ALLOWING SELF-SELECTION ON READING MOTIVATION AND SKILLS? by Colleen Mary Bruckmann Statement of the Problem The problem explored was whether or not allowing students the opportunity to self-select reading material effected their motivation to read and reading skills. Personal interest greatly effects how much time a student spends reading. Those who are more motivated have better reading skills. Additionally students who are motivated readers have a more positive self-concept of themselves as readers (Gambrell, Palmer, Codling, & Mazzoni, 1996). The following is a qualitative study of 32 third grade students and their reading experiences prior to and following the opportunity to self-select reading material. Sources of Data Data were collected both pre and post self-selection using the Guided Reading Assessment (GRA), Elementary Reading Attitude Survey (ERAT) and Reading iv Attitude Interviews (RAI). The researcher analyzed the data to compare re-occurring themes. Conclusion Reached The researcher observed most participants overall enjoy reading. The researcher discovered the participants prefer to self-select reading material based on personal interest. Differences in genre preference were observed by the researcher as well as stated by the participants during interviews. The importance of providing a high-quality library was apparent to the researcher in order to offer appealing literature to meet a variety of interests. When the participants spent time reading books they selected based on their own personal interests, it was observed that more students were choosing to read during their free time. Committee Chair Dr. Frank Lil Date ( _ I v DEDICATION This thesis is dedicated to my parents who taught me the importance of education and instilled in me a love of learning. Their strong work ethic was an inspiration to me as I began to make my way out into the world. To my husband Scott who continues to prove he will stand by me and help me through all walks of life. Thank you for always understanding the importance of education in my life as well as for sacrificing our time together as I completed my master's degree. vi ACKNOWLEDGEMENTS I would like to thank the participants of this study, my beloved third grade students at St. Mary School, who have inspired me to continue sharing my passion and love for reading with all who enter my classroom. I would like to thank my mother, Noreen Transier and my colleague Marie Adams who planted the seed in my brain and encouraged me to go back to school to complete the Master's program. I would also like to thank Dr. Frank Lilly for his continuous enthusiasm while guiding me through this process. His positive attitude was a strong motivating factor throughout. I also thank Dr. Porfirio Loeza for providing me with guidance and feedback as my second reader. vii TABLE OF CONTENTS Page Dedication.................................................................................................................... vi Acknowledgments...................................................................................................... vii List of Figures ...................... xi Chapter 1. INTRODUCTION..................................................................................................1 Statement of the Problem ....................... 1 Purpose of the Thesis ....................... 2 The Researcher ....................... 3 Significance of the Study ....................... 4 Organization of Thesis ...................... 4 2. REVIEW OF LITERATURE ....................... 6 Motivation........................................................................................................7 Self-Selection ....................... 9 Reader's Workshop ...................... 13 Literature Circles............................................................................................ 14 Statement of Hypothesis ...................... 16 3. METHODOLOGY............................................................................................... 17 Researcher...................................................................................................... 17 viii Setting .............................................................................................................. 17 Participants...................................................................................................... 18 Instruments...................................................................................................... 18 Research Design ............................................ 20 Procedure........................................................................................................ 20 4. DATA ANALYSIS ............................................ 22 Themes............................................................................................................ 24 Sub-Themes ............................................ 29 Analysis of Reading Attitude Survey ................... ................I.. ...... 31 Data Conclusions ............................................ 34 5. SUMMARY, CONCLUSIONS, LIMITATIONS, AND RECOMM ENDATIONS...................................................................................... 36 Summary......................................................................................................... 36 Conclusion...................................................................................................... 36 Limitations...................................................................................................... 39 Recommendations........................................................................................... 40 Appendix A. Parent Consent Form ............................... 42 Appendix B. Guided Reading Assessment ...................................... 45 Appendix C. Elementary Reading Attitude Survey ...................................... 55 Appendix D. Interview Questions ...................................... 61 ix Appendix E. Survey Question Results ............................ 63 References.................................................................................................................. 65 x