An Action Research Study Using the MUSIC Model of Academic Motivation to  Increase Reading Motivation in an Elementary Classroom

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dc.contributor.authorWilliams, Angela Marie Watsonen
dc.contributor.committeechairBarksdale, Mary Aliceen
dc.contributor.committeememberNiles, Jerome A.en
dc.contributor.committeememberMesmer, Heidi Anne Edelbluteen
dc.contributor.committeememberJones, Brett D.en
dc.contributor.departmentTeaching and Learningen
dc.date.accessioned2013-07-17T08:00:11Zen
dc.date.available2013-07-17T08:00:11Zen
dc.date.issued2013-07-16en
dc.description.abstractThis 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.en
dc.description.degreePh. D.en
dc.format.mediumETDen
dc.identifier.othervt_gsexam:1348en
dc.identifier.urihttp://hdl.handle.net/10919/23308en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectReading Motivationen
dc.subjectMUSIC Model of Academic Motivationen
dc.subjectAction Researchen
dc.titleAn Action Research Study Using the MUSIC Model of Academic Motivation to  Increase Reading Motivation in an Elementary Classroomen
dc.typeDissertationen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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