An exploration of how second-grade students' reading attitudes and motivations for reading are affected through family involvement via the Reading Book Satchels program

Thea-Marie Hayes Williams

Abstract

This mixed-method study explored and examined the reading attitudes and motivations for reading of second-grade students (n = 32) who participated in "Reading Book Satchels" (RBS) program, as a strategy for family literacy involvement. Analysis of qualitative data involved identifying themes related to students' reading attitudes and motivations for reading and themes related to parents' and teachers' perceptions of students' reactions to the treatment condition (RBS strategy). During a 16-week treatment period, a total of eight students (RBS = 4, non-RBS = 4) and their teachers (n = 4) were observed and interviewed and the students' parents (n = 8) were interviewed. The qualitative analyses indicated that the reading attitudes and motivations for reading of second-grade students were influenced by parent involvement via the RBS program. Five instruments were used in the study: (a) a questionnaire was completed by RBS parents (n = 32) and non-RBS parents (n = 30) prior to the study and another questionnaire was completed by RIBS parents at the end of the study; and (b) three instruments were completed by RBS students (n = 32) and non-RBS students (n = 30) as post-RBS program measures (the Elementary Reading Attitude Survey (ERAS), the Student Literacy Attitude Inventory (SLAI), and the Motivational Reading Profile Reading Survey (MRPRS) to compare the reading attitudes and motivations for reading of the RBS and non-RBS students. Results of the multivariate analysis revealed no significant differences in the reading attitudes and motivations for reading of students who participated in the RBS program versus students who did not participate in the RBS program, and there were no significant differences between the two groups based on the gender variable.