Impact of Motivation to Read on Reading Gains for Struggling Readers With and Without Learning Disabilities

Abstract

This study was an investigation of the impact of motivation to read on reading gains of struggling readers with and without specific learning disabilities (LD) who were exposed to a structured, research-based daily reading program over an 18-week period. Participants included 13 students with LD and 25 students without disabilities from two middle schools and one high school in a U.S. Midwestern state. In this study, motivation to read was assessed by the Adolescent Motivation to Read Survey, and reading achievement was measured by the Scholastic Reading Inventory. The impact of motivation to read on reading gains was evaluated by conducting analyses with the bootstrap method of resampling. The results yielded significant reading gains for all students with and without LD but indicated a significant relationship only between pretest reading scores and improvements in motivation of students without disabilities. In addition, results showed a significant improvement in reading motivation only for students without disabilities.

"The Joy of Reading" - An Intervention Program to Increase Reading Motivation for Pupils with Learning Disabilities

“…Previous reading-instruction intervention programs failed to show that an increase in reading achievements led directly to an increase in reading motivation among learning-disabled children (Melekoğlu & Wilkerson, 2013). In contrast, our study did not deal with reading instruction, but with enjoyable reading activities that led to an improvement in reading quantity, reading quality and the preference of reading books over other activities -all of which are indications of an increase in reading motivation.…”

“…Zentall and Lee (2012), for example, demonstrated an intervention program which was proven effective in improving reading motivation, fluency and comprehension for the reading-disabled group, with and without attention deficit hyperactivity disorder (ADHD). In contrast, Melekoglu (2011) created an 18-week intervention which consisted of a daily structured reading program; though it showed improvement in the children's reading level it did not establish an increase in reading motivation.…”

‘I just find it boring’: Findings from an affective adolescent reading intervention

“…Tyler recorded the lowest reading scores of the three students, although given that he was reading at National Curriculum Level 3 it was unclear whether he experienced severe and persistent reading difficulties (dyslexia). Melekoglu () contended that addressing the needs of those with more marked difficulties appears to be more challenging, whilst Quirk & Schwanenflugel () noted: ‘Merely having interesting books available, an appealing place to read, and discussions around reading may not be enough for struggling readers who probably cannot read such books or participate in these discussions’ (p. 2).…”

Analysis of Pre Test and Post Test Performance of Students in a Learning Center Model at the Elementary School Level

“…Teachers need to have knowledge in linguistics to help students learn reading for both struggling and non-struggling students. Melekoglu and Wilkerson (2013) examined students' motivation to read and its effects on students reading skills. Their premise was students who struggled with reading, usually, had difficulty finding books to read for pleasure at their reading level.…”