MOTIVATION TO READ IN THE MIDDLE GRADES.

This study explored the reading motivations of sixth-grade students. Three purposes were established for this study; to examine the ways that students in the middle grades are motivated to read; create a valid and reliable instrument to measure reading motivation with middle-grade students; and to design and implement an instructional model that would facilitate reading motivation using peer-to-peer discussion of books. A multiphase mixed method design was selected to explore, measure, and address reading motivation for students in sixth grade. This study was conducted in three phases; an exploratory qualitative phase; a quantitative instrument design phase, and a design-based case study phase. At the conclusion of this study, a retrospective analysis revealed four theoretical assertions: (a) Choice is important; (b) Peer-to-peer collaboration is influential; (c) Time and value are related; and (d) Self-concept is complicated. [ABSTRACT FROM AUTHOR]