Teacher Perspectives on Increasing Fourth-Grade Reading Behaviors

Teacher Perspectives on Increasing Fourth-Grade Reading Behaviors by Theresa E. Hunter MA, Walden University, 2007 BA, Washington State University, 1998 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University April 2016 Abstract Elementary students in the United States are expected to read proficiently in order to be successful on high-stakes assessments. Researchers have found that many elementary students lack the motivation to become frequent readers. The purpose of this qualitative case study was to explore the reading motivational techniques used at a local district to encourage elementary students to become frequent readers. Framed by Skinner’s operantElementary students in the United States are expected to read proficiently in order to be successful on high-stakes assessments. Researchers have found that many elementary students lack the motivation to become frequent readers. The purpose of this qualitative case study was to explore the reading motivational techniques used at a local district to encourage elementary students to become frequent readers. Framed by Skinner’s operant conditioning theory and the focus on motivators and their effects on learning outcomes, the research questions explored teachers’ perceptions of the motivators that increase student reading in the elementary grades. Data for the study were collected through individual interviews with a sample of 6 teachers who volunteered from the district’s elementary schools. Open coding of the transcribed interview data and thematic analysis revealed 5 overarching themes: difficulties and challenges, preexisting perceptions, perceived effectiveness of used incentives/motivators, applicability to other grade levels, and factors critical to support reading development. The findings revealed certain recommended strategies such as free choice reading, increased parental involvement, and grade enhancement that may support intrinsic motivation compared to external motivation, which may be better supported through more immediate rewards. This study has the potential to promote social change by providing educators and other stakeholders at the local site with research findings on effective techniques to motivate elementary students to read more frequently. Teacher Perspectives on Increasing Fourth-Grade Reading Behaviors by Theresa E. Hunter MA, Walden University, 2007 BS, Washington State University, 1998 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University April 2016 Acknowledgments First, I would like to give honor to God. He has given me strength and perseverance to keep going even when I did not feel like continuing the fight. A special thanks to my committee, Dr. Maryann Wangemann, chair, Dr. Amar Almasude, second committee member, Dr. Michelle Brown, URR Coordinator, and Dr. Sara Rofosky Marcus, URR, for their guidance and feedback. I would also like to thank my family, Edward, Mary, Roshunda, and Marsha, for encouraging me to finish, but most of all believing and praying for the best in every aspect of my life. Finally, I would like to specially thank Alex and Chris-Michelle. God knew what he was doing when he placed you two in my life. Alex you were sent to spark a fire inside of me and Chris-Michelle you were sent to keep me encouraged. Thank you.