Exploring the Reading Motivation of Less-Motivated Adolescent Latinx English Learners

Abstract

This qualitative study explored reading motivation among high school English learners whose first language was Spanish. Latinx English learners (N = 87) from two southeastern, suburban school districts took part in the first stage of the research. The researcher utilized subscores for self-concept as a reader and value of reading from a recognized reading motivation survey instrument along with reading subscores on a nationally recognized standardized language assessment to identify students who could be presumed to be less-motivated readers (n = 14) for interview selection. Responses from six randomly selected interviewees from this less-motivated pool of participants demonstrated that they faced numerous obstacles toward becoming proficient readers, including challenging home environments and debilitating anxieties. Overall, a series of complex factors were shown to inhibit reading motivation. Implications and practical recommendations for educators are discussed.