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Display: 20

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    • 25 personal and focused than general classroom whole-group instruction, or even differentiated small-group instruction during the regular classroom hours. Rich book-centered discussions can be brilliant motivators for readers. These discussions...
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    • 26 individual optimism about their skills as a reader). Additional reasons for reading participation, as addressed by Guthrie and Anderson, are recognition (the desire to be known as a good reader), competition (the desire to be the best reader in...
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    • 27 Learning clubs (book clubs, literature circles) should be deliberate and specifically aimed at desired learning goals. To effectively motivate reluctant readers, teachers must help students experience autonomy in selecting interesting...
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    • 28 Educators have a huge effect on student motivation. Enthusiasm can help undo years and years of self-perceived failure. Demos and Foshay have reflected on the importance of the teacher’s role in modeling reading enthusiasm. Since disengagement...
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    • 29 fostering engagement. Positivity, optimism, and hopefulness can help override negative feelings students have connected with reading. McRae & Guthrie propose …We maintain that when teachers model their own personal identification as readers...
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    • 30 motivation to read and have been shown to improve students’ reading levels and performance on tests. Book clubs can provide new exposures to reading opportunities that many students have not been exposed to in the past. Diversity is welcomed...
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    • 33 Chapter 3 Methodology The purpose of this creative project was two-fold. The researcher designed, developed, and delivered an in-service presentation to the faculty at Eagle Elementary in Southern Utah. The intended results of this training...
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    • 34 Participants and Setting Those who were impacted by the creation of this project were elementary teachers and students at Eagle Elementary School. A specific emphasis was placed toward third-grade, fourth-grade, and fifth-grade teachers, as well...
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    • 35 and aliterate (students who can read, but choose not to) readers. A complete log of events was kept to record activities related to the creative project. All materials have been properly compiled and organized for review as part of this study,...
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    • 36 Elementary School. This training session included supplying teachers with current research, identification/observation tools, and motivational ideas geared toward reluctant readers. (November 2011) 5. Upon final completion of book club...
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    • 37 concerns and opinions where student commitment to reading was concerned. Teachers participated in observations in their own classrooms and shared data with the researcher based on habits and reading interests being demonstrated in individual...
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    • 38 Chapter 4 Results Reading is an essential skill for survival in society. Reading avoidance in elementary school can lead to great chasms of achievement throughout school years and into adulthood. Apathy towards reading leads to achievement gaps...
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    • 40 level, fifth grade readers. At each club meeting, discussion centered on the previous assigned text, and then a new reading assignment was given, with the expectation it would be read and participants would be ready to thoughtfully discuss the...
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    • 41 • Create book recommendations for a display in the school library. These book recommendations featured a book of choice, a written recommendation, and participant photos. (See appendix E) • Sharing morning “announcements” with school...
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    • 42 • Student and Parent Surveys • DIBELS Reading Assessment/Progress Monitoring Results • Independent Reading Minute Logs • Student Journal Reflections • Book club meeting attendance data Reading Interest Inventories The researcher...
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    • 44 Additional assessment focused on reading attitudes of the fifth grade population involved implementation of the Reading-Interest-A-Lyzer© (Miller, 2009), based on the “Reading Interest-A-Lyzer” created by Joseph S. Renzulli (appenidix I)....
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    • 47 reading positivity, and improved reading attitudes. The researcher was especially interested in comments mentioning factors such as increased reading time at home, student verbalized enjoyment of club activities, and comments declaring...
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    • 49 Upon completion of the project, parents were again surveyed for opinions concerning home reading attitudes. Table 5. Final Parent Survey Results ________________________________________________________________________ Observed/ Increased time...
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    • 51 no longer think reading is a waste of time like I used to”. S7 stated, “Reading before was boring, but it is really great now”. S8 stated, “At first I didn’t know how to pick a good book, so it was hard to find good books. Then I went...
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    • 54 Student Journal Reflections Weekly journal entries were implemented and drawn on as a reflection of changing reading outlooks (appendix M). Participants were instructed to answer researcher provided prompts once weekly. These telling journal...
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