Department of Teaching, Learning and Teacher Education


Date of this Version

Spring 4-16-2012


A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy, Major: Educational Studies, Under the Supervision of Professor Kathleen Wilson. Lincoln, Nebraska: April, 2012

Copyright (c) 2012 Allyson L. Hauptman


The purpose of this study was to determine the relationship between Guided Reading and student motivation across fourth, fifth, and sixth grades. The study defined literacy motivation as: (a) task value; (b) self-perceived competence; (c) students’ perceptions of the Guided Reading format. Factor analysis and repeated measures ANOVAs were used to determine differences in motivation after implementation of Guided Reading. The Developing Language and Literacy Teaching Rubric-Guided Reading data were used in determining the level at which participating teachers implemented the Guided Reading format. Results showed that Guided Reading is not a motivating instructional strategy for fourth, fifth, and sixth grade students, and had a negative effect on task value for reading. Several important reasons for this decline emerged as factors for teachers to consider when called upon to implement Guided Reading in upper elementary grade classrooms.

Advisor: Kathleen Wilson