Date of Award/Publication
MS in Literacy Education
This action research paper focused on the question “how do instructional choices cater to boys’ repertoires of practice and influence reading motivation?” This study’s classroom did not intentionally cater to boys, yet boys had good motivation for reading. Data was collected through field notes, questionnaires, discussion, teacher interviews and student work samples. Three themes appeared: boys’ motivation to read is good, text characteristics and the use of books that boys are interested to read are important, and students are compliant with expectations of the classroom. The implications of this study suggest the importance of giving consideration to provide boys with texts that are appealing to them and establishing a consistent classroom environment with a focus on high expectations and goals.
Galvan, Amanda, "Instructional Choices and Boys’ Motivation to Read: A study of Instructional Choices and Their Influence on Boys’ Reading Motivation" (2013). Education Masters. Paper 338.
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