The Effects of Two Reading Interventions on Motivation Among Eighteen Rural Fourth Graders in Western Maine

Date of Award


Document Type

Research Project

Degree Name

Master of Education (MEd)


Educational Leadership


Contemporary research argues that traditional sustained silent reading programs do not offer reading instruction that work to motivate young readers. This study’s purpose was to change the culture of a classroom in order to support and nurture children so that they become highly motivated readers as evidenced by an increase in self-confidence and by a stronger belief that reading is valuable. The sample was made up of 18 fourth grade Maine students and motivation was measured using the Motivation to Read Profile. The results, collected in each of four intervention periods, indicated that students need: (a) social interaction; (b) opportunities to share and make connections; (c) time for reflection; (d) and guidance in order to become more interested in and excited about reading.


Affiliation: Maine Regional School Unit 44