The Examination of Motivational Reading Strategies of Fourth Grade Students at a Selected Elementary School
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The purpose of this study was to investigate the motivational reading strategies of fourth grade elementary students. At a chosen elementary school in rural Northeast Tennessee, all 61 fourth grade students and their parental figures were selected to participate in this study. Data were collected using open-ended questionnaires, observations, and interviews. After analyzing the data, the results revealed two prominent trends. The first prominent trend was students’ preference of extrinsic motivational reading strategies. The second prominent trend was parental figures’ responses contributing both intrinsic and extrinsic motivational reading strategies as the force behind their student’s motivation to read. The data further revealed students’ text interest, pride, self- efficacy, and self- confidence were factors in students’ motivation to read. Results suggest two prominent implications. First, a variety of intrinsic and extrinsic motivational reading strategies should be implemented in order to reach each student’s reading motivation needs. Second, intrinsic motivational reading strategies need to be implemented more often in order to instill life-long reading motivation.