Abstract
ABSTRACT In an attempt to more clearly understand the erosion of engagement in some readers, a number of researchers (J. Brophy, 2008; J. Guthrie, 2010; K. Mohr, 2006) and organizations (Education Alliance, 2010) have called for the investigation of strategies to improve elementary reading motivation. Consequently this mixed-methods investigation focused on a motivation intervention for fifth-grade readers. Two constructs consistent with expectancy-value theory (J. Eccles, 1983), self-concept as a reader and value of reading, were examined. A pretest–posttest design was utilized following a motivation intervention arranged during participatory action research. The results suggest that a curricular considerate intervention comprised 3 practices had a significant impact on the reading motivation of 5th-grade students.
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