An Action Research Study Using the Music Model of Academic Motivation to Increase Reading Motivation in a Fourth-Grade Classroom

Autor/in	Williams, Angela W.
Titel	An Action Research Study Using the Music Model of Academic Motivation to Increase Reading Motivation in a Fourth-Grade Classroom
Quelle	(2013), (168 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Virginia Polytechnic Institute and State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3037-8904-5
Schlagwörter	Hochschulschrift; Dissertation; Action Research; Academic Achievement; Student Motivation; Grade 4; Elementary School Students; Reading Instruction; Models; Interviews; Student Attitudes; Reading Programs; Decision Making; Scores; Student Empowerment; Reading Motivation; Student Needs; Classroom Techniques + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Projektforschung; Schulleistung; Schulische Motivation; School year 04; 4. Schuljahr; Schuljahr 04; Leseunterricht; Analogiemodell; Interviewing; Interviewtechnik; Schülerverhalten; Decision-making; Entscheidungsfindung; Studienberechtigung; Lesemotivation; Klassenführung
Abstract	This study involved examination of the processes employed in tailoring fourth-grade reading instruction to increase levels of student motivation. A participatory action research approach was utilized to design and conduct reading instruction that fourth-grade students perceived to be motivating. The reading instructional program was designed using the five key components of the MUSIC Model of Academic Motivation (eMpowerment, Usefulness, Success, Interest, and Caring; Jones, 2009) and was implemented daily in an elementary classroom. Students were interviewed to identify their perspectives about the reading program and student input was used by the teacher to inform instruction and adapt the program to increase motivation. The fourth-grade students in this study were motivated to read for a variety of reasons and enjoyed participating in numerous reading activities. The common theme among all of these motivating activities was personal choice or empowerment, such as selecting a book or choosing a topic of interest. When students made suggestions for improving reading instruction, most of the suggestions related to having the ability to make more meaningful choices. After the teacher implemented the suggestions and changes, the inventory scores for all five components of the MUSIC Model increased, with empowerment increasing slightly more than other components. Findings indicated that it was particularly important that students' voices were valued. The teacher finely honed the reading program based upon students' needs and ideas, resulting in increased reading motivation and achievement during a time when the motivation and achievement of fourth-grade students tends to decline. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01