Date of Award
Fall 8-17-2020
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Dr. Sherry DeVore
Second Advisor
Dr. Shawn Poyser
Third Advisor
Dr. Randy Caffey
Abstract
The purpose of this quantitative research study was to explore teacher perceptions of secondary student reading attitudes across Missouri. The study was conducted to examine the variables of student engagement, Young Adult Literature, and reading attitude. A conceptual framework was established based upon the work of Layne (2009) and Schoenbach (2012). Secondary English teachers face the daunting task of teaching students not only reading comprehension but also reading engagement (Gallagher, 2009; Layne, 2009). Demographic information and survey responses were collected to determine teachers’ perspectives on student engagement, Young Adult Literature, and reading attitudes in high school English classrooms. Some of the survey items were adapted and modified from Schoenbach’s (2012) Reading Interest Survey. The data elicited consisted of percentages, means, and standard deviations of teacher survey responses. Overall, an analysis of the data indicated school districts should set clear expectations and plans for reading support. Based on the findings from this study, secondary students are not always engaged in reading, whether in or out of class. By specifically adding complex Young Adult novels to the curriculum, either as assigned reading or paired with classics, teachers may improve the reading attitudes of students. The findings from the study indicated teachers should utilize Young Adult Literature as a way to increase and improve student engagement and reading attitudes.
Recommended Citation
Thierfelder, Lorin Blackburn, "Exploring Relationships of Positive Reading Attitudes in Secondary English Classrooms" (2020). Dissertations. 39.
https://digitalcommons.lindenwood.edu/dissertations/39
Rights
Copyright 2020