Increasing motivation to read in a grade three classroom through the use of tangible and intangible incentives

This is a study conducted in a 3rd grade classroom to see if implementing incentives, both tangible and intangible, would increase student motivation to read within the classroom environment. The study was administered for six weeks during the 2011-2012 academic school year in Janesville, Wisconsin. The researcher found a correlation between receiving incentives and an increase in motivation to read in the 3rd grade environment. The data collected concluded that as incentives increased, so did motivation to read within the classroom