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Bilingual Latino High School Boys' R...

Shaffer, Shelly.

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Bilingual Latino High School Boys' Reading Motivation: Seven Case Studies Examining Factors that Influence Motivation to Read.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Bilingual Latino High School Boys' Reading Motivation: Seven Case Studies Examining Factors that Influence Motivation to Read./
Author:	Shaffer, Shelly.
Description:	226 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
Contained By:	Dissertation Abstracts International76-12A(E).
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3715813
ISBN:	9781321941081

Bilingual Latino High School Boys' Reading Motivation: Seven Case Studies Examining Factors that Influence Motivation to Read.
Shaffer, Shelly.

Bilingual Latino High School Boys' Reading Motivation: Seven Case Studies Examining Factors that Influence Motivation to Read. - 226 p.

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.

Thesis (Ph.D.)--Arizona State University, 2015.

This qualitative case study examines seven bilingual Latino boys who were motivated readers. Several theories were examined in relationship to the study: sociocultural theory, reading motivation theories, and gender schema theory. Prior studies involving reading motivation of boys and Latinos showed a gap between boys and girls in reading achievement, high school completion, and college enrollment. Studies about reading motivation included choice in books, reading amount, social context of reading, habitual reading habits, and out-of-school reading as important factors that influence reading motivation. Additionally, Latino cultural factors such as machismo and familismo were examined as factors that influence motivation to read.

ISBN: 9781321941081Subjects--Topical Terms:

2122756
Reading instruction.

Bilingual Latino High School Boys' Reading Motivation: Seven Case Studies Examining Factors that Influence Motivation to Read.
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020 $a 9781321941081
035 $a (MiAaPQ)AAI3715813
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100 1 $a Shaffer, Shelly. $3 3184015
245 1 0 $a Bilingual Latino High School Boys' Reading Motivation: Seven Case Studies Examining Factors that Influence Motivation to Read.
300 $a 226 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
500 $a Adviser: James Blasingame.
502 $a Thesis (Ph.D.)--Arizona State University, 2015.
520 $a This qualitative case study examines seven bilingual Latino boys who were motivated readers. Several theories were examined in relationship to the study: sociocultural theory, reading motivation theories, and gender schema theory. Prior studies involving reading motivation of boys and Latinos showed a gap between boys and girls in reading achievement, high school completion, and college enrollment. Studies about reading motivation included choice in books, reading amount, social context of reading, habitual reading habits, and out-of-school reading as important factors that influence reading motivation. Additionally, Latino cultural factors such as machismo and familismo were examined as factors that influence motivation to read.
520 $a The study participants attended a large, urban school in Arizona and were selected from senior English classes after completing a participant selection survey. On the participant selection survey, boys self-identified their gender, language, and ethnicity; by several questions about attitudes toward reading and reading amount rated on a 10-point Likert scale gauged reading motivation. Each participant participated in an individual interview, completed a 60-question questionnaire/survey, and either attended a group interview or a second individual interview.
520 $a Data were triangulated by using data from these three sources and was coded as it was collected using Nvivo qualitative coding software. Coding began with five, basic categories derived from the study questions: motivation, home experiences, school experiences, school performance, and attitude toward reading. As coding continued, the coding categories expanded to include categories such as location of reading materials, access to books, choices in reading, format of texts, and many others. Eventually, there were four distinct categories that stood out in the findings: reading self-perception, purposes, preferences, and practices. The findings have a correlation to previous studies about reading motivation, but also add to the growing field of literature in the area of Latino boys' reading motivation.
520 $a Keywords: reading, motivation, self-efficacy, situational interest, Latino, boys, high school, gender, types of reading, reading purposes.
590 $a School code: 0010.
650 4 $a Reading instruction. $3 2122756
650 4 $a Teacher education. $3 3172312
650 4 $a English as a second language. $3 516208
650 4 $a Secondary education. $3 2122779
650 4 $a Hispanic American studies. $3 2122745
650 4 $a Gender studies. $3 2122708
690 $a 0535
690 $a 0530
690 $a 0441
690 $a 0533
690 $a 0737
690 $a 0733
710 2 $a Arizona State University. $b Curriculum and Instruction. $3 1677943
773 0 $t Dissertation Abstracts International $g 76-12A(E).
790 $a 0010
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3715813