Date of Award
5-2023
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Literacy, Language and Culture
Committee Chair/Advisor
Jacquelynn A. Malloy
Committee Member
C. C. Bates
Committee Member
Susan King Fullerton
Committee Member
Janie Hodge
Abstract
The purpose of this mixed methods study was to explore the literacy motivation of individuals with intellectual disability labels and to develop an instrument that will support teachers in understanding their students’ literacy motivations. This participatory social justice approach was conducted through the lens of Situated Expectancy Value Theory (SEVT; Eccles & Wigfield, 2020) and Disability Studies in Education (DSE; Connor et al., 2008). The target population of this research was students with an intellectual disability label and their teachers. The research occurred in three phases.
In the first phase of the research, student interviews were conducted to explore what individuals with intellectual disabilities say is motivation to them when engaging in reading and writing activities. These data informed the creation of the Literacy Motivation Student Survey (LMSS) in the second phase of research. Teacher participants administered the instrument to students in their classrooms. In the third phase of this study, teachers were invited to participate in interviews to provide feedback on the usefulness and usability of the LMSS.
A retrospective analysis suggests that the SEVT framework is a valuable lens through which to view the motivation of students with intellectual disability labels and that the LMSS provided an opportunity for teachers to discuss literacy motivation with their students. Further, motivational reciprocity demonstrates that a student’s motivation and person characteristics can influence a teacher’s instructional planning and decision- making, and a teacher’s instruction influences a student’s motivation to engage in literacy tasks in a fluid and dynamic manner. Students are the expert of their own experiences, and this research demonstrates the importance of presuming student competence, allowing students to discuss what is motivating to them when engaging in literacy tasks, and trusting what they say.
Recommended Citation
Hoover, Hayley Jordan, "A Mixed Methods Study of the Literacy Motivation of Students with Intellectual Disability Labels" (2023). All Dissertations. 3294.
https://open.clemson.edu/all_dissertations/3294
Author ORCID Identifier
0000000247256316
Included in
Disability and Equity in Education Commons, Language and Literacy Education Commons, Special Education and Teaching Commons