Date

9-2015

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Gina B. Thomason

Keywords

Adult Motivation for Reading Scale, extrinsic reading motivation, forced reading, intrinsic reading motivation, young adult

Disciplines

Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Special Education and Teaching

Abstract

The purpose of this transcendental phenomenological study was to describe the factors that influence young adults’ (aged 18 to 24) reading experiences, reading habits and behavior, and desire to read. Three research questions guided this study: (a) How do young adults between the ages of 18 and 24 describe the factors that influence their reading experiences? (b) How do participants describe the effect of factors on their reading habits and behavior? (c) How do participants describe the effect of factors on their personal desire to read? Participants included young adults between the ages of 18 and 24. Data collection methods included an Adult Reading Motivation Scale, individual interviews, and a focus group interview. Data analysis methods included bracketing, horizonalization, establishing patterns, textural description, structural description, and describing the essence of participants’ experiences. Findings yielded the emerging four themes: (a) The factor of the self in conjunction with reading experiences, (b) The factor of other people in conjunction with reading experiences, (c) The factor of teaching and learning in conjunction with reading experiences, and (d) The factor of forced reading.