Students’ Response in Terms of Motivation and Engagement with the Use of Informational and Nonfiction Texts

Abstract

Student motivation and engagement for reading is a vital part of reading instruction, reading progress, and reading success. This thesis project examines the use of informational and nonfiction texts and trade books in Academic Intervention Services (AIS) instruction. It specifically focuses on two questions - How do third-grade students enrolled in AIS services for literacy respond to the use of informational and nonfiction texts and trade books in AIS instruction and how do they self-report on their motivation and engagement for reading and reading instruction when informational or nonfiction texts and trade books are used in AIS instruction? The literature review explores topics related to motivation from both a cognitive and socio-cognitive aspect as well as informational and nonfiction trade books. The research was conducted in a rural school district with fifteen, third-grade children participating in AIS instruction. Data was collected by student surveys and anecdotal field notes. Conclusions based on the data collected during the study reveal that student participants were interested, engaged and, motivated during AIS instruction for literacy with the use of informational or nonfiction texts.