Date of Award
Doctor of Philosophy (PhD)
Teaching and Learning
Previous research by Chall and Jacobs (2003) documented the phenomena of the fourth grade slump, a period in which students switch from learning to read to reading to learn and the subsequent loss of motivation to read. The purpose of this research is to present a phenomenological qualitative study of whether a sample of fourth grade students, low-achieving readers and average achieving readers, exhibited a loss in their motivation to read. Students' responses to a standardized conversational survey and questionnaire, the Motivation to Read Profile (Gambrell, Palmer, Codling & Mazzoni, 2007) and teachers' responses to a researcher-developed questionnaire were examined and coded by themes. Results indicated that there was no difference in motivation to read between low-achieving and average-achieving readers. Students' responses showed positive motivation to read, while teachers' response indicated a negative attitude towards students' motivation to read. Research results were inconclusive concerning students' readiness to switch from learning to read to reading to learn. Implications for future research are discussed. A review of pertinent literature is presented.
Hebert, Christine A..
"Understanding Fourth Graders' Decline in Reading Motivation from Students' and Teachers' Perspectives"
(2011). Doctor of Philosophy (PhD), Dissertation, Teaching and Learning, Old Dominion University, DOI: 10.25777/pqvb-9k26