| Summary: | As a classroom teacher, I had found that many of my grade one reluctant
readers—those students who could read but chose not to—lacked the motivation to
engage in the reading process. Using a qualitative-oriented action research approach I
introduced and taught seven classroom practices—Read Aloud, Self-Selected Reading,
Literacy Circles, Drama, Reader’s Theatre, Author’s Theatre, and Inquiry—to see which
ones helped my reluctant readers increase their motivation to read. By applying multiple
methods of data collection and organization—a questionnaire; learning conversations;
observations; journaling; and recording sheets—I was able to record what reluctant
readers had to say and show about these seven classroom practices. The findings
provided that classroom practices that allowed for social interactions, freedom of choice,
and the use of voice and movement were the best ways to motivate my young reluctant
readers in reading.
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