Reading Motivation and Comprehension in Students with Learning Disabilities

The purpose of this study was to examine the impact of an independent reading program and coordinating book group on reading motivation and comprehension in students with learning disabilities. This research project involved students with learning disabilities in grades 9-12 in a self-contained reading class and their parent/guardians. Students in this classroom began an independent reading program with a weekly coordinating book group. For pre and post-treatments the students completed the Adolescent Motivation to Read Survey (Pitcher, et al., 2007). The students maintained a weekly independent reading log throughout the project. Additionally, students took weekly AimsWeb MAZE probes (Shinn & Shinn, 2004). Students completed a variety of comprehension activities during the book group portion of the study. Parents/guardians of the students completed a parent/guardian reading survey and Author Recognition Test (Acheson, Wells, & MacDonald, 2008). Parents/guardians also read and signed their students' independent reading logs. In addition, teacher observations and notes were used to help determine the results of this study. The results of this study suggested that an independent reading program and coordinating book group did not have an impact on student reading motivation in students with learning disabilities. The results also suggested that the independent reading program was effective in increasing the reading comprehension of students who did read independently. Additionally, the results suggested a higher level of parental/guardian support was received from parents/guardians of lower level readers. Future studies are recommended to study ways to motivate students to read independently.