Male Students’ Perceptions of Which Classroom Practices Motivate Them To Read
Abstract: The purpose of this mixed-methods study is to determine what components of a reading instructional program motivate third grade male students to read. Questionnaire data from a sample of 13 male and 7 female third grade students from a single classroom are analyzed. Results indicate that male students are motivated by choice, access to appealing materials, a system of goals and recognition, and social interactions about books. The results of this study suggest that educators should incorporate these components into their reading classrooms in order to motivate male students, and students in general, to read.