Literacy engagement and motivation to read is lacking in middle school reading classrooms. Educators struggle with the challenge of motivating students to read and actively engage with text both inside and outside of school. Research indicates that female and male middle school students have unique characteristics and habits as readers. The purpose of this qualitative study was to examine the perspectives of female middle school students regarding their out-of-school recreational reading time, their attitudes towards reading, and their reading habits. The themes derived from this study indicated the students’ desires to have their reading instruction personalized and have their reading education built upon their own reading interests. This study identified strategies to increase the amount of time female middle school students devote to reading inside and outside of school in conjunction with suggested policies that will aid middle school female students with increased reading time.
","abstract_html":"<p>Literacy engagement and motivation to read is lacking in middle school reading classrooms. Educators struggle with the challenge of motivating students to read and actively engage with text both inside and outside of school. Research indicates that female and male middle school students have unique characteristics and habits as readers. The purpose of this qualitative study was to examine the perspectives of female middle school students regarding their out-of-school recreational reading time, their attitudes towards reading, and their reading habits. The themes derived from this study indicated the students’ desires to have their reading instruction personalized and have their reading education built upon their own reading interests. This study identified strategies to increase the amount of time female middle school students devote to reading inside and outside of school in conjunction with suggested policies that will aid middle school female students with increased reading time.</p>","abstract_has_math":false,"creators":["Porch, Danielle"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Christine Nelson","Dr. Renee Gugel","Dr. Elizabeth Minor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-07-01T07:00:00Z","date_published":"2022-07-01T07:00:00Z","updated_at":"2026-07-24T03:21:12Z","subjects":["Reading","Middle School","Out-of-School","Recreational Reading","Education","Educational Methods","Elementary Education","Elementary Education and Teaching","Junior High, Intermediate, Middle School Education and Teaching","Other Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/683","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Christine Nelson","Dr. Renee Gugel","Dr. Elizabeth Minor"]},{"key":"dc:creator","label":"Author","values":["Porch, Danielle"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-08-19T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Reading","Middle School","Out-of-School","Recreational Reading","Education","Educational Methods","Elementary Education","Elementary Education and Teaching","Junior High, Intermediate, Middle School Education and Teaching","Other Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/683"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Literacy engagement and motivation to read is lacking in middle school reading classrooms. Educators struggle with the challenge of motivating students to read and actively engage with text both inside and outside of school. Research indicates that female and male middle school students have unique characteristics and habits as readers. The purpose of this qualitative study was to examine the perspectives of female middle school students regarding their out-of-school recreational reading time, their attitudes towards reading, and their reading habits. The themes derived from this study indicated the students’ desires to have their reading instruction personalized and have their reading education built upon their own reading interests. This study identified strategies to increase the amount of time female middle school students devote to reading inside and outside of school in conjunction with suggested policies that will aid middle school female students with increased reading time.
"]},{"key":"dc:title","label":"Title","values":["Perceptions of Out-of-School Reading Motivation for Female Middle School Students"]}]}],"canonical_facts":{"dc:contributor":["Dr. Christine Nelson","Dr. Renee Gugel","Dr. Elizabeth Minor"],"dc:creator":["Porch, Danielle"],"dc:date.available":["2022-08-19T07:00:00Z"],"dc:description.abstract":["Literacy engagement and motivation to read is lacking in middle school reading classrooms. Educators struggle with the challenge of motivating students to read and actively engage with text both inside and outside of school. Research indicates that female and male middle school students have unique characteristics and habits as readers. The purpose of this qualitative study was to examine the perspectives of female middle school students regarding their out-of-school recreational reading time, their attitudes towards reading, and their reading habits. The themes derived from this study indicated the students’ desires to have their reading instruction personalized and have their reading education built upon their own reading interests. This study identified strategies to increase the amount of time female middle school students devote to reading inside and outside of school in conjunction with suggested policies that will aid middle school female students with increased reading time.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/683"],"dc:subject":["Reading","Middle School","Out-of-School","Recreational Reading","Education","Educational Methods","Elementary Education","Elementary Education and Teaching","Junior High, Intermediate, Middle School Education and Teaching","Other Education"],"dc:title":["Perceptions of Out-of-School Reading Motivation for Female Middle School Students"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:12Z"}