Reading Motivation in High School: Instructional Shifts in Student Choice and Class Time

Abstract

Research has shown that student choice of text and increased time spent on reading independently are two factors that can result in an increase in students’ reading motivation and enjoyment. The authors investigated implementation of evidence-based practices to show how they played out in a high school English language arts classroom. The research was guided by two questions: (1) How does choice affect the reading motivation of a group of high school students? (2) How does silent reading time in class affect these students’ perceptions of reading? Findings reveal that students valued freedom of text choice, leading to increased reading self-concepts and reading value. In addition, dedicating class time to reading and literature circle discussions helped students have more positive reading experiences than otherwise. These findings suggest benefits from flexibility in literature selection and instructional time, thereby providing a space in the classroom for student-driven reading and discussion.