Doctoral Dissertations

Date of Award


Degree Type


Degree Name

Doctor of Philosophy


Teacher Education

Major Professor

Dr. Susan Groenke

Committee Members

Dr. Susan Groenke, Dr. Amy Broemmel, Dr. Stergios Botzakis, Dr. Jennifer Morrow


This study examined the effects of student choice-of-text and reading comprehension outcomes in a 12-week independent reading program in an upper-secondary school. Students aged 17-18 (N = 52) were divided into two groups with one receiving an assigned text of age-appropriate Lexile estimate and genre; the other group was given free choice-of-text from an appropriate Lexile level from a classroom library. This quasi-experimental study followed a pretest-posttest, one-way ANCOVA model with both groups receiving the Gates-MacGinitie Reading Test series before and after the intervention. Both groups made modest gains; however, the ANCOVA results revealed no statistically significant difference between the choice-of-text and No Choice-of-text groups (p =.262). Participant interviews of typical and non-typical cases are included. Recommendations for further research include a call for a readjustment of previously reported effect sizes upon which to build future studies in adolescent literacy.

Keywords: Adolescent Motivation to Read Profile (AMRP), Gates-MacGinitie Reading Test (GMRT), Sustained Silent Reading/Daily Independent Reading (SSR/DIR), Analysis of Covariance (ANCOVA), Reading Comprehension, Instructional Design Theory, Choice-of-Text, Secondary Education

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