Özet:
Lack of reading motivation impedes upper elementary and secondary school
students’ willingness to improve critical reading skills and strategies to be
successful in school. Struggling readers often show a negative attitude towards
reading tasks and manifest low motivation to read. Although the importance of
motivation is clear, there is limited research on reading motivation of struggling
adolescents with disabilities. This study examined whether reading motivation of
struggling readers with and without disabilities significantly changed after an
eighteen week period of reading instruction in two elementary schools and one
high school in a Midwest state of the United States of America (USA). Findings
yielded significant improvement in motivation for adolescents without disabilities
while motivation scores declined for students with disabilities. An overview of
students’ answers to survey questions is provided and some evidence-based
methods that teachers can utilize to improve reading motivation of upper
elementary and high school students are summarized.
