“If it’s simple, I can do it”: A Study of Adolescent Students’ Reading Motivation Linked with Explicit Vocabulary Strategies
Jamie Witt & Stephanie Altchuler
Abstract
Sparking a student’s motivation to read can be complex, especially when high school learners are the focus. Many factors influence students’ motivation but reading achievement or a perceived lack of understanding is often a precursor as to where adolescent students’ motivation lies. Four vocabulary strategies were explicitly taught to the 10th grade students in this study to enhance their understanding of Julius Caesar in hopes to positively impact the students’ reading motivation. Previous research has not thoroughly examined the relationship between vocabulary instruction and reading motivation, particularly with high school students, often a forgotten group. The results of the study emphasized authentic vocabulary strategies positively supported the students’ understanding and motivation to read, especially learning tasks perceived by the students as “simple.”