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Dissertation Proposal Relationship Between Motivation and Reading Comprehension

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The Relationship Between Motivation and Reading Comprehension

Introduction to Area of Interest:

Reading comprehension is a complex process affected by three major variables (Gill, 2008): the reader, the text and the situation. When the teacher is working with these variables, it is important that a comprehension strategy be modeled by the teacher and that the student be able to see the execution of that strategy (Dwyer, 2010). Children need time to practice the strategy so that they can become independent learners guided by the strategy even when the teacher is not present. This helps them be able to form a mental model of understanding. Woolley (2010) shares that most children are capable of constructing the mental model of story events needed to comprehend what they have read. The three phases of reading (before reading, during reading and after reading) are all important to building comprehension.
Thorkildsen, Nolen, and Fournier, J. (1994) asked children to choose the motivational practice that worked best for them. With significance substantially above chance, students selected the fairest practice to be teachers encouraging a task focus. How much effect does the proper administration of task focused motivation have on student reading comprehension ability?

Theory/Theories or Conceptual Framework(s) Related to the Area of Inquiry:

This study is influenced by the schema, transactional and constructivist theories described by Gill (2008). The schema theory explains how prior knowledge is used by the reader to make sense of new information. Transactional theory says that each reader will arrive at a different meaning of what they read because each reader brings different experiences to their reading efforts. Some readers read to take away information and some read for the experience of reading. Constructivist theory of learning is based on the idea that readers actively (not passively) construct their own knowledge. In other words, readers form meaning by making connections between the text and prior knowledge.
This study will examine how to motivate the reader to make sense of new information (schema theory) while arriving at a meaning based upon their own past experiences (transactional theory) and to then actively evaluate what they have read and make connections between the content and what they already know (constructivist theory). The concept that is to be studied is the effect of the teacher helping the student relate the reading to their personal interests.

Purpose of Your Research:

The purpose of this study is to examine how much of a comprehension performance difference it makes for a teacher to develop and use knowledge of the individual student's personal interests and goals when encouraging them to stay task focused on reading assignments. The purpose of the study is not to evaluate teaching strategy or tactics. Therefore, the study will attempt to hold as many such variables constant as possible by utilizing the four phase reciprocal teaching method specified by Marcell, DeCleene, & Jeuttner (2010): teacher led, collaborative, reciprocal and metacognition.
This study will examine reading comprehension performance at all four stages to ascertain how much performance improvement students who receive personalized motivational encouragement are able to achieve versus those for whom the teacher uses more generalized forms of encouragement. It is important that all students are encouraged. This study will measure the improvements due to personalized versus generalized means of encouraging reading comprehension.

Your Proposed Research Approach/Methodology:
Check one
|M.S. students ONLY - Critical Literature Review with Proposed Quantitative Study |X |
|M.S. students ONLY - Critical Literature Review with Proposed Qualitative Study | |
|M.S. students ONLY - Critical Literature Review with Proposed Mixed Methods Study | |
|Quantitative Study | |
|Qualitative Study | |
|Mixed Methods Study | |

Describe Your Proposed Design:

The research hypothesis is: Focus based motivation given to the student will raise reading comprehension levels. We predict that our study hypothesis will be true beyond statistical chance. A true experimental design will be employed. Reading comprehension scores of the treatment group will be compared to those of the control group. To ensure that the results are not obtainable by chance, the statistical power value to be used is .80. Making sure that there is minimal chance of mistake in rejection of the null hypothesis, the alpha (α) level is set at .05. The Cohen's d effect size is anticipated to be .30. The sample size for two independent samples will need to be n=176 second and fifth grade male or female students for each sample, total n=352.

Your Proposed Research Population and How You Would Draw Upon this Population for your Research Inquiry:

The population this study is concerned with are second and fifth grade students of all academic achievement levels and intelligence quotients who are taking reading instruction in Texas. The population of teachers that affect these students are of all experience levels and backgrounds. Students with a history of emotional or adjustment challenges will be exempted from the study. Students with a teacher that is on probation or with less than a full year of experience will be exempted.
Letters of invitation will be sent to principals of elementary schools in Waco, Texas. Teachers wishing to participate with their students will be given researcher contact information. Students within the teacher's classroom will be randomly assigned to the control or treatment group. Individuals will not be excluded on the basis of age, sex, religious beliefs, socioeconomic status or race. Students will be excluded if the researcher cannot obtain a parent signed student participation form.
Examples of Research Data That May Be Collected:

This study will use data that is collected by the Accelerated Reader (AR) to determine reading comprehension changes. Nunnery, Ross, and McDonald (2006) determined the AR program to be an effective measurement of reading comprehension. Students reading comprehension scores will be collected before treatment is applied. Teachers will treat the control group as they have always been treated during AR reading time. Students in the treatment group will receive four task focused motivation comments from their teacher. One before reading each book and one right before taking the AR test for that book. Every student will read two books. All books read by students for the study will have identical difficulty level in the AR book system.

Social Change Implications:

The purpose of the research is to help teachers be more efficient in their efforts to help young readers retain more of the information they read and to have a better understanding of that material. In particular, the study will generate a better understanding of what teachers are doing to help readers improve their comprehension.
Many students struggle with reading. The city of Detroit is an excellent example of this. The illiteracy rate inside the city of Detroit is 78%. It is exceptionally tragic that so many young people are not learning to read. The purpose of the research is to understand how motivation affects reading comprehension; but, the reason for doing the research is to help children develop an unquenchable thirst for reading and understanding what they are reading. The avenue this research has chosen to do that is to help teachers inspire the young readers.
Other Information About Your Dissertation Proposal:

Not all students learn the same way and not all teachers teach the same way. However, there are some things that predictably affect most people the same way. It is believed that if teachers interject personal knowledge of individuals into task focus motivation there will be a substantially positive affect upon the student's reading comprehension scores.

References:

Dwyer, J. (2010). What works for me! Australian Journal of Language & Literacy, 33(2), 22-24. Retrieved July 9, 2010, from Education Research Complete database.
Gill, S. (2008). The comprehension matrix: A tool for designing comprehension instruction. Reading Teacher, 62(2), 106-113. Retrieved July 9, 2010, from Education Research Complete database.
Marcell, B., DeCleene, J. & Jeuttner, M. (2010). Caution! Hard hat area! Comprehension under construction: Cementing a foundation of comprehension strategy usage that carries over to independent practice. Reading Teacher, 63(8), 687-691. Retrieved July 9, 2010, from Education Research Complete database.
Nunnery, J., Ross, S. & McDonald. A. (2006). A randomized experimental evaluation of the impact of accelerated reader/reading renaissance implementation on reading achievement in grades 3 to 6. Journal of Education for Students Placed at Risk, 11(1), 1-18. Retrieved July 16, 2010, from Education Source Complete database.
Thorkildsen, T., Nolen, S. & Fournier, J. (1994). What is fair? Children's critiques of practices that influcne motivation. Journal of Educational Psychology, 86(4), 475-487. Retrieved July 9, 2010, from Education Research Complete database.
Woolley, G. (2010). Developing reading comprehension: combining visual and verbal cognitive processes. Australian Journal of Language & Literacy, 33(2), 108-125. Retrieved July 9, 2010, from Education Research Complete database.

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