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dc.contributor.advisorSmith, Hiawatha
dc.contributor.authorKramer, Patricia
dc.date.accessioned2021-03-04T17:33:16Z
dc.date.available2021-03-04T17:33:16Z
dc.date.issued2019-05-03
dc.identifier.urihttp://digital.library.wisc.edu/1793/81394
dc.descriptionM.S.E. Reading Specialisten_US
dc.description.abstractReading motivation can impact a student’s desire to learn and grow as a reader. Student’s self-concept and value can influence a student’s opinion on reading and therefore have a direct connection to their reading motivation. This action research study examined if student’s perceived reading ability and value of reading could increase student motivation. This would be done by allowing for read aloud choice, introducing new books into the classroom library and allowing students to post positive book reviews in the classroom. Results indicated both male and female student’s perceived reading ability and value of reading could be increased by allowing for read aloud choice, introducing new books into the classroom library and allowing students to post positive book reviews in the classroom. Further research needs to address how long it will take for male student’s self-concept and value to have a more significant impact on their reading motivation.en_US
dc.language.isoen_USen_US
dc.titleInstructional Practices that Impact Reading Motivationen_US
dc.typeWorking Paperen_US


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