Using non-traditional literacy as an intervention tool for secondary at-risk male students

This study measured the effect of using non-traditional texts as an intervention program designed to increase reading motivation for "at-risk" secondary male students over an eight week period. Fifty one students were selected by CST scores of"Basic" or below to participate in this phenomenological and multiple case study. Every other week, attendees participated in an intervention unit focusing on SSR and literacy skills. Data included surveys from facilitators, students, and English teachers, and library records. Participants progressed in attitude, participation, completed schoolwork, and vocabulary. Students who participated in one intervention unit showed slight improvements; those who participated in two units showed noticeable improvements. Based on the findings, it is suggested that many students were more openminded to the idea of reading. Key Words: Non-traditional texts Literacy Literature Intervention Reading Motivation