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Reading and Adapting Texts to Screenplays to Improve Literacy Motivation in High School Students

dc.contributor.advisorHofwolt, Clifford
dc.contributor.authorColt, Walt
dc.descriptionTeaching and Learning Department capstone projecten_US
dc.description.abstractAdolescents in the United States lag behind much of the world in reading achievement (Bozack, 2011). Researchers find that personal and situational interest acting together increase reading achievement in adolescents. In this paper, I make the case that a reading curriculum incorporating film can contribute to improved reading motivation. It can do this by both acting as a bridge to printed texts and by promoting seven principles of reading motivation through students’ personal interest in film and their situational interest in film-based projects. Teachers can work around the budgetary and time constraints of film making by offering students the 'hands-on' experience of screenwriting, which can help students reinforce their reading and learning. I hope that educators can use the information on reading motivation and film in the classroom and the recommendations on having students adapt texts to screenplays in order to argue for and to begin analyzing, designing, developing, implementing, and evaluating curricula that incorporate film-based projects, especially screenplays, for improving the literacy motivation in their students.en_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectreading motivationen_US
dc.subjectadapting textsen_US
dc.subject.lcshLanguage arts (Secondary)--Curriculaen_US
dc.subject.lcshLanguage arts (Secondary)--Study and teachingen_US
dc.subject.lcshMotion picture authorshipen_US
dc.titleReading and Adapting Texts to Screenplays to Improve Literacy Motivation in High School Studentsen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.schoolVanderbilt Universityen_US
dc.description.departmentDepartment of Teaching and Learningen_US

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