Exploring the Reading Motivation of Less-Motivated Adolescent Latinx English Learners

Authors

  • Dr. Robert A. Griffin University of West Georgia

DOI:

https://doi.org/10.56887/galiteracy.10

Keywords:

reading motivation, Latinx adolescents, reading engagement

Abstract

This qualitative study explored reading motivation among high school English learners whose first language was Spanish. Latinx English learners (N = 87) from two southeastern, suburban school districts took part in the first stage of the research. The researcher utilized subscores for self-concept as a reader and value of reading from a recognized reading motivation survey instrument along with reading subscores on a nationally recognized standardized language assessment to identify students who could be presumed to be less-motivated readers (n = 14) for interview selection. Responses from six randomly selected interviewees from this less-motivated pool of participants demonstrated that they faced numerous obstacles toward becoming proficient readers, including challenging home environments and debilitating anxieties. Overall, a series of complex factors were shown to inhibit reading motivation. Implications and practical recommendations for educators are discussed.

Author Biography

  • Dr. Robert A. Griffin, University of West Georgia

    Dr. Robert A. Griffin ([email protected]) is an assistant professor in the Department of Literacy and Special Education at the University of West Georgia, Carrollton, GA 30118. 

Reading Motivation of  Adolescent Latinx ELs (Griffin, 2019)

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Published

06/21/2019

Issue

Section

Research and Practitioner Articles

How to Cite

Griffin, R. A. (2019). Exploring the Reading Motivation of Less-Motivated Adolescent Latinx English Learners. Georgia Journal of Literacy, 42(1), 18-30. https://doi.org/10.56887/galiteracy.10

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