This qualitative case study questions whether participation in a literature circle can motivate developmental reading students in a community college. Data consist of reflective notes, transcribed pre- and post-project interviews, transcribed recordings of four book discussions, and participants’ journals. Six students joined the group. The three women participated in the program and showed evidence of engagement and an identity shift toward academic competence and broadening interests as a result. The three men dropped out of the group, and subsequent interviews revealed attitudes reflecting performance-avoidance goals, based on previous negative academic experiences and gender issues. The issue of motivation to read is one of vital importance for the success of developmental college students and deserves more attention from researchers.
|Keywords:||Literacy, Instruction, Motivation|
PhD Student, Graduate School of Education, Rutgers, the State University of NJ, Turnersville, NJ, USA