Degree Date


Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Dr. Christine Nelson

Second Advisor

Dr. Renee Gugel

Third Advisor

Dr. Elizabeth Minor


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.