Utilizing the MUSIC Model of Academic Motivation to Increase Reading Motivation in a Fourth-Grade Classroom

• In Event: Roundtable Session 18
  In Roundtable Session: Applications and Innovations for Action Research in Schools

Abstract

This 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 daily 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). Students were interviewed to identify their perspectives about the reading program and student input was used by the teacher to inform instruction and finely hone the reading program based upon students’ needs and ideas, resulting in increased reading motivation during a time when the motivation and achievement of fourth-grade students tends to decline.

Authors

• Angela W. Williams, Virginia Polytechnic Institute and State University

• William P. Williams, Concord University