Repeated Reading Intervention to Improve Middle School Reading Motivation

Abstract

Declining reading motivation among middle school students can reduce reading engagement and limit literacy growth. This study examined the impact of a repeated reading intervention on middle school students’ reading motivation and engagement. Student survey data were analyzed to describe changes in students’ interest, confidence, and willingness to participate in reading tasks during the intervention period. Although follow up interviews were collected, the results reported here focus on survey findings. Findings suggested that repeated reading was associated with improved student reported motivation and greater willingness to engage in reading tasks. Results support repeated reading as a practical classroom based approach that may strengthen motivation and engagement for middle school readers.