Motivating the Unmotivated to Improve Academic Achievement
Shelley B. Harris, Sarah Collins

This study examines how low socioeconomic, upper elementary and middle school, non-ELL remedial readers have low motivation and a diminishing engagement in reading, writing, and language arts that leads to low performance and achievement. Parents and educators have a vision to provide readers with a selfdirected motivation to read and hope that they will make engaging connections that will lead to future enjoyment of reading and achievement in academics. Historical theorists, parents, and educators have challenged and transformed this vision to prove that teaching styles and classroom environments, supporting materials and technology, family and educator support systems, interests of the learner, clear expectations, and higher order thinking skills can promote improvements in motivation and engagement that leads to improved achievement over time. This study indicates how good practices of the uses of dominant material, representation of practice with technology and supplemental material available, learner interests and choices, teacher and family roles and expectations, and motivational gains in achievement effect student engagement and motivation that affect achievement.

Full Text: PDF     DOI: 10.15640/jehd.v4n3a9