Date
4-2021
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Sarah Horne
Keywords
Reading Outcomes/Achievement, Relationships, Self-efficacy, Motivation, Engagement
Disciplines
Education | Educational Leadership | Reading and Language
Recommended Citation
Wiggins, TaShenna Renee, "Correlation between Reading Motivation and Engagement and Student Reading Outcomes in Title One Elementary Schools" (2021). Doctoral Dissertations and Projects. 2959.
https://digitalcommons.liberty.edu/doctoral/2959
Abstract
The following research described a correlational study to examine whether there was correlation between reading motivation and reading engagement on students’ outcomes on the HMH Reading Inventory® in Title I schools for students reading below grade level in grades three through five. Additionally, the research indicated the importance of utilizing motivation and engagement to increase reading achievement. The purpose of this correlational study was to examine the relationship between reading motivation and reading engagement to reading outcomes in grades three through five for students who are not reading on grade level in Title I elementary schools in the Southeast section of Virginia. There was research available for reading achievement, motivation, and engagement; however, the research did not include reading outcomes related to the HMH Reading Inventory® or Title I schools for students in grades three through five. Therefore, the study examined the correlation of the reading motivation and reading engagement on reading outcomes for students in elementary Title I schools. The data collected for the study derived from surveys and HMH Reading Inventory® from Title I elementary schools in southeastern Virginia from approximately 66 students from grades three through five. The study used of the Pearson r analysis to analyze the data. The study indicated there was a correlation between reading motivation and reading engagement on student outcomes. Some of the recommendations for future research are review students who are proficient, consider a study for grades through five in Title I and non-Title I schools, identify the type of motivation and support needed, study the three types of engagements, and provide professional learning for teachers and reading coaches.
