Date of Award


Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Christopher Maddox Ph.D.

Second Advisor

Barbara Calabro, Ph.D.

Third Advisor

Jill Bonds, Ed.D.


Reading for pleasure has multiple benefits, including an increase in math and science skills, in the capability to empathize, and in inferential abilities. Unfortunately, as students reach adolescence, there is a decline in reading for pleasure. The purpose of this case study was to explore what effect the genrefication of a school’s library may have on the reading habits of self-identified reluctant readers in the seventh grade. The research questions of this study were focused on self-efficacy in terms of reading skill and self-selection materials, as well as time spent reading for pleasure. The study site was a public middle school with 12 participants selected from a literacy support class. Data were collected through two rounds of interviews, observations, and questionnaires. Data were coded using open and axial coding and then triangulated. Five themes emerged: engagement, independence, confidence, priorities, and motivation. The results of this study showed an increase in the participants’ self-efficacy in terms of reading skills and self-selection of high-interest reading material. There was also positive growth in how the participants viewed reading for pleasure. However, the time the participants spent reading for pleasure did not show a significant impact over the two months of the study. The findings of this study indicate there are methods that can be utilized by school personnel to positively affect the reading habits of adolescents that do not negatively impact the workload of the classroom teachers.

Included in

Education Commons