Date Approved

4-28-2026

Graduate Degree Type

Project

Degree Name

Education (M.Ed.)

Degree Program

Literacy, Educational Foundations, & Technology

First Advisor

Elizabeth Stolle

Academic Year

2025/2026

Abstract

Reading motivation and engagement contribute to reading achievement, but many students do not experience them (Barber & Klauda, 2020). With roots in the Self-Determination Theory (Deci & Ryan, 2000),  this project aims to employ reading teachers of grades  five through eight with practices that bolster reading motivation and engagement by supporting students' psychological needs for autonomy, self-efficacy, and collaboration. Much research has been done regarding reading motivation, but until recently these studies have been focused on elementary school students. Research on upper elementary and middle school reading motivation is both innovative and necessary because intrinsic motivation to read declines as students transition from elementary to middle school (De Naeghel et al., 2014b). Middle grade educators must implement practices that motivate and engage their readers because motivated readers show better reading comprehension and general reading achievement (Barber & Klauda, 2020). This project is a professional development seminar designed for reading teachers of grades five through eight to increase student motivation to read and engagement in reading instruction. Key components of this professional development will include teaching and modeling of strategies, group discussions, and collaborative planning time. By implementing reading practices that acknowledge a student's needs for autonomy, self-efficacy, and collaboration educators of grades 4-6 can increase reading motivation, and thus achievement.

Keywords: autonomy, collaboration, engagement, motivation, self-efficacy

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