1 A GROUNDED THEORY FOR CREATING ADOLESCENT READERS by Cheryl Melissa Tacy Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University 2017 2 A GROUNDED THEORY FOR CREATING ADOLESCENT READERS by Cheryl Melissa Tacy A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg, VA 2017 APPROVED BY: Brenda Ayres, Ph.D., Committee Chair Thomas Brittain, Ed. D., Committee Member Gregory Smith, Ph.D., Committee Member 3 ABSTRACT The purpose of this qualitative grounded theory study was to discover the impact on adolescent reading motivation as students were given an opportunity to select recreational reading material and read consistently during class time. This study also explored the motivational impact of student engagement from dialogue with peers about their reading content to help students gain a clearer understanding of their reading. Research data were collected from public high school students in grades 9-12 who were enrolled in an elective class or 11th or 12th grade English courses and provided feedback about exposing students to a variety of options for self-selected reading, class time to read, and class discussion for improved understanding of texts. Data were collected using triangulation from silent reading observations, peer discussion transcripts, student journals written after discussions, and final interview transcripts. Analysis of data was conducted using a constant comparison of identified themes. A systematic design aided in coding of categories found from data through open coding, axial coding, and selective coding. The results have provided data for generating a theory about increasing reading motivation. The theory presented as the core phenomenon suggests that students should have access to a wide variety of interesting reading content to increase motivation to read. Students attribute their reading interests to self-selection of the material along with time to read and discuss with peers in class. This theory is presented for future research study and current application in public classrooms to elicit increased reading engagement from students. Keywords: reading motivation, adolescent reading, self-selected reading, peer dialogue, silent reading, young adult literature 4 Dedication To my Lord and Savior, Jesus Christ, I give all the glory. Any accomplishments that I achieve are through Christ and not by my own doing. I have learned that “I can do all things through Christ who strengthens me” (Philippians 4:13). There have been many dark times in this journey, and my faith has been weak, but I had to constantly stand on God’s word and remember that he promises “he will never leave” me “nor forsake” me (Deuteronomy 31:6b). As I struggled, God reminded me of his plans to “prosper” me “and not to harm” me (Jeremiah 29:11). 5 Table of Contents ABSTRACT……………………………………….………………….………………….………3 Dedication/Acknowledgement Page………….…………..................................…..…....4 Table of Contents………………………………….………………....…………..….…...5 CHAPTER ONE: INTRODUCTION………...…………...………………………………..……9 Overview…………………………………………………………………………………9 Background………………………………………………………………………..……..17 Situation to Self..................................................................................................................28 Problem Statement……………………………………………….....................................30 Purpose Statement……………………………………………….…………………..…...32 Significance of the Study………………………………….………………………..…....33 Research Questions……………………………………………………………...….........35 Summary…………………………………………………………………………..…......37 CHAPTER TWO: LITERATURE REVIEW…………………….…….......................................39 Overview…………………………………………………….……………………...…....39 Theoretical Framework……………………………………………………..….…...........39 Related Literature…………………………….......………….…………….……........…..44 Summary………………………………………………………………………................89 CHAPTER THREE: METHODOLOGY…………………………………………..….…...........91 Overview…………………………………………………………………………………91 Design……………………………………………………………….….…………..........91 Research Questions………………………………………….……………….….............94 Setting……............................................……………………...…..............................…..96 6 Participants……………………………………….………….……………..…................98 Procedures.......................................................................................................................101 The Researcher’s Role…………….………….…………………………………...........104 Data Collection………………………………………………………………........……106 Observations……………………………………………………………………108 Student Response Journals……………………………………………………..111 Interviews………………………………………………………………………113 Data Analysis…………………………………………………......................................115 Trustworthiness………………………………………………………………….…......122 Transferability………………………………………………………………….122 Confirmability………………………………………………………………….123 Credibility………………………………………………………………………124 Dependability…………………………………………………………………...125 Ethical Considerations………………………………………...….………………….....125 Summary………………………………………………………………………………..126 CHAPTER FOUR: FINDINGS………………………………………………………...………127 Overview……………………………………………………………………………….127 Participants……………………………………………………………………………..128 Results………………………………………………………………………………….155 Analysis of Theoretical Model………………………………………………………....161 Discussion of Results Related to Research Questions…………………………...…….175 Summary……………………………………………………………………………….183 CHAPTER FIVE: DISCUSSION, CONCLUSIONS, AND RECOMMENDATIONS…........185 7 Overview……………………………………………………………………………….185 Summary of Findings……………………………………………………………..……185 Discussion of Findings in Relation to Theoretical Framework....……………………..188 Discussion in Relation to the Current Literature……………………………………....193 Discussion of the Emerging Theory…………………………………………………...200 Implications………………………………………………………………………...….201 Delimitations and Limitations……...……………………………………………….....202 Recommendations for Future Research……………………………………………….204 Summary……………………………………………………………………………....205 REFERENCES…………………………………………………….…………..…….........…..207 APPENDIXES...........................................................................................................................219 IRB Approval.................................................................................................................219 Request to Conduct Research.........................................................................................220 Recruitment Script………………………………………….…………….…………....221 Informed Consent Form..................................................................................................222 Observation Procedures...................................................................................................225 Observation/Transcription Log Template……………………………….….……….....226 Sample Silent Reading Observation Log………………………………….……......….227 Silent Reading Observation Open Coding Chart.……………………………….……..228 Sample Peer Discussion Transcription Log…………………………………………....229 Sample Interview Transcription Log…………………………………………………..232 Initial Open Coding……………..……………………………………………..…....…235 Suggested List of Young Adult Literature.....................................................................241 8 List of Tables Table 1: Participant Demographics………………………………………………….….99 Table 2: Silent Reading Codes Defined ……………………………………….…….....116 Table 3: Open Coding of Combined Data Collection Areas with Themes Identified…..155 9 CHAPTER ONE: INTRODUCTION Overview When students are presented with a variety of materials for recreational reading, they become more motivated to read and increase the amount of time spent reading, especially when given consistent time to read in the classroom (Miller, D., 2012). When teachers facilitate students’ autonomous selection of reading material, students intrinsically gain self-control, discover engaging novels (Duncan, 2010), and experience a desire to read. Reading material as discussed here refers to a variety of texts and genres for fiction and nonfiction novels and short stories used in classrooms for recreational or independent and instructional reading. While high school students sometimes read only what is assigned to them, they can be very literate in their use of the “new literacies” or “information communication technology” (Gainer & Lapp, 2010, p. 1). These students communicate and search for information using text messaging, twitter, Facebook, instant messaging, snapchat, Instagram, and email. Teens read blogs, Wikis, online gaming sites, and a variety of other internet sources (Gainer & Lapp, 2010). Even though critical literacy exposure may occur with most texts as the reader obtains and communicates information and then conveys understanding of the conditions of each event (Fisher, Frey, & Lapp, 2012), for increased reading engagement to occur, students should be provided time for self-selected independent reading in the classroom which requires structure and consistency. In addition, reading material can be downloaded to an electronic Kindle device or an iPad, iPod, or iPhone (Gainer & Lapp, 2010), and this option is important for the allowance of student selection in reading texts. However, students can be overwhelmed with too many reading options, and a teacher must narrow the selection to steer students toward 10 interesting, rigorous reading (Witter, 2013). Students will benefit from exposure to a variety of reading materials and time provided to independently