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

Abstract 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.

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Created Date 2015
Contributor Shaffer, Shelly L (Author) / Blasingame, James (Advisor) / Roen, Duane (Committee member) / Marsh, Josephine (Committee member) / Arizona State University (Publisher)
Subject Education / Teacher education / English as a second language / Bilingual / Boys / Latino / Motivation / Reading
Type Doctoral Dissertation
Extent 226 pages
Language English
Reuse Permissions All Rights Reserved
Note Doctoral Dissertation Curriculum and Instruction 2015
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis