Fostering Eighth-Grade Lumbee Students’ Reading Motivation

• In Event: Poster Session 6
  In Poster Session: Learning and Motivation in Social and Cultural Contexts Poster Session 1

Abstract

This paper describes the results of a reading motivation intervention designed to improve the reading motivation of eight grade Lumbee students. The intervention included the introduction of Kindle Fires, culturally relevant teaching methods, and use of The Hunger Games series. Researchers gathered pre-and post data using Pitcher et al.’s (2007) Adolescent Motivation to Read Profile, which includes a survey and conversational interview. Additionally, a post interview with the classroom teacher and school principal and field observations were collected. Thirty-eight eighth grade students participated in the project. Survey results indicated that students experienced a significant increase in their self-concept as readers; key themes were also identified that shed light on participants’ reading practices.

Authors

• Heather H. Lynn, University of North Carolina - Chapel Hill

• Angela M. Rogers, Clemson University

• Laura Staal, University of North Carolina - Pembroke