| Summary: | This study examined how motivation influenced the literacy experiences within both the home and school environment of secondary students at an urban high school in Massachusetts. Semi-structured interviews were conducted with seven participants using an interpretative phenomenological approach (IPA). This research approach was chosen, for it allowed the researcher to gain an understanding of the participants' perspectives on the factors which influenced their motivation to read. Data was coded to identify emerging themes among the participants' responses. Five superordinate themes emerged: impact on grade in course, capability to choose a text to read, ability to connect to a literary text, opportunities provided by the act of reading, and perception of the act of reading at home. The findings of this study revealed that a variety of factors either intrinsically or extrinsically motivated a participant to engage in the act of reading. Reading autonomy proved to be a factor which intrinsically motivated participants to read. When autonomy was not provided within reading selections, academic grades extrinsically motivated the participants to engage in the act of reading. Identifying a connection to a literary text was also identified as an intrinsic motivator on a participant's motivation to read. The perspective a participant held on the act of reading either negatively or positively influenced his or her motivation to read. A final finding revealed the significance of a reading role model in connection to participants' motivation to read. Recommendations for practice suggest that teachers can support the implementation of autonomy by providing opportunities for choice or self-direction with classroom readings, assignments, and assessments. Time also needs to be allocated within the structure of instructional time for students to engage in the act of reading. The inclusivity of culturally relevant texts within academic courses has been identified as an educational practice which has been linked to student motivation and engagement. It is suggested that future research be conducted within high schools across grade, racial, socioeconomic, and academic levels with a larger sample size. Research should also be focused on educators within high schools to determine how they view autonomy within the educational environment--Author's abstract
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