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(1 - 3 of 3)
- Title
- READING MOTIVATION IN UPPER ELEMENTARY STUDENTS: HOW CHILDREN EXPLAIN READING FOR PLEASURE.
- Creator
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Poppe, Rebecca, Boote, David, University of Central Florida
- Abstract / Description
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This qualitative study investigated the phenomenon of the pleasure reading experience in fourth and fifth grade students. The purpose of the study was to create a dialogue with children regarding their leisure reading habits in an effort to inform our understanding of aliteracy, a term that refers to having the ability to read but choosing not to. Fourth grade students were surveyed to uncover their attitudes toward pleasure reading and eleven students were chosen for interviews. Comparative...
Show moreThis qualitative study investigated the phenomenon of the pleasure reading experience in fourth and fifth grade students. The purpose of the study was to create a dialogue with children regarding their leisure reading habits in an effort to inform our understanding of aliteracy, a term that refers to having the ability to read but choosing not to. Fourth grade students were surveyed to uncover their attitudes toward pleasure reading and eleven students were chosen for interviews. Comparative data was obtained from those students who conveyed either extremely negative or extremely positive attitudes toward reading. Students of both genders were selected who had varied ability levels. Parents and fourth-grade teachers were also interviewed in an effort to triangulate data. This study revealed similarities in the way reluctant readers and motivated readers experience pleasure reading physically and intellectually and contrasts in the way these children emotionally, psychologically, and socially experience pleasure reading. Reluctant readers described preferring reality-based and experiential approaches to leisure-time activities while motivated readers described the ability to internalize stories they read for pleasure. Parental modeling did not prove to be a strong influence with this group of children and reluctant readers reported that the Accelerated Reader program provided motivation for them to read in order to meet classroom requirements.
Show less - Date Issued
- 2005
- Identifier
- CFE0000635, ucf:46528
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000635
- Title
- EXPLORING THE PERCEPTIONS AND MOTIVATIONS OF PRE-SERVICE ELEMENTARY TEACHERS TOWARD AESTHETIC READING IN AN UNDERGRADUATE COURSE IN LITERATURE FOR CHILDREN.
- Creator
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Williams, Anne, Buchoff, Rita, University of Central Florida
- Abstract / Description
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Past research shows that feelings toward aesthetic reading, or reading for enjoyment, are down across the nation, even in those pursuing a degree in elementary education (Applegate & Applegate, 2004; National Endowment for the Arts , 2004). As reading rates drop, it becomes even more imperative that our future educators have a passion for reading, and are able to intrinsically motivate their students (McKool & Gespass, 2009; Nathanson, Pruslow & Levitt, 2008). The recommended practices for...
Show morePast research shows that feelings toward aesthetic reading, or reading for enjoyment, are down across the nation, even in those pursuing a degree in elementary education (Applegate & Applegate, 2004; National Endowment for the Arts , 2004). As reading rates drop, it becomes even more imperative that our future educators have a passion for reading, and are able to intrinsically motivate their students (McKool & Gespass, 2009; Nathanson, Pruslow & Levitt, 2008). The recommended practices for breaking the cycle of aliteracy are to deemphasize textbook driven lectures (Krashen, 1993; Nathanson et al., 2008; Sardo-Brown & Beeghly, 1996), enable text self-selection (Applegate & Applegate, 2004; 2014; Cardarelli, 1992; Krashen 1993; McKool & Gespass, 2009; Nathanson et al., 2008), include reflective journals (Nathanson et al., 2008), encourage open discussion (Applegate & Applegate, 2004; 2014; Krashen, 1993; McKool & Gespass, 2009; Nathanson et al., 2008; Sardo-Brown & Beeghly, 1996), provide opportunities to reflect on students' own personal views of literacy (Gomez, 2005), and incorporate "well-planned instructional experiences to allow students to experience what it feels like to be enthusiastic about reading" (Applegate & Applegate, 2004; Applegate et al., 2014; Gomez, 2005; Krashen, 1993; McKool & Gespass, 2009; Morrison, Jacobs, & Swinyard, 1999; Nathanson et al., 2008; Powell-Brown, 2003; Ruddell, 1995; Sardo-Brown & Beeghly, 1996). The intent of this thesis is to explore if a positive shift in the perceptions and motivations of pre-service elementary education teachers can occur through enrollment in a course on Literature for Children. Literature for Children, LAE 3414, is a required course for those pursuing a degree in elementary education at the University of Central Florida. The course's design follows the recommended practices for teaching a love of literature. This study tracked the perceptions and motivations of pre-service teachers enrolled in two class sections of this course over the fall 2014 semester, in order to see if a positive change in their feelings toward aesthetic reading occurred, and to what extent their enrollment in this course on Children's Literature affected this change. At the beginning of the semester, out of a total of 63 participants for the pre-survey, 68.3% reported that they felt enthusiastic toward reading, while 31.7% reported that they felt unenthusiastic. By the end of the course, out of 54 post-survey participants, 87% of participants reported that they felt enthusiastic toward reading, while 13% reported that they felt unenthusiastic. Both class sections surveyed experienced a positive shift in their perceptions and motivations toward aesthetic reading, as a result of enrollment and participation in this course.
Show less - Date Issued
- 2015
- Identifier
- CFH0004845, ucf:45452
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004845
- Title
- Aliterate College Students: A Neglect of Reading or a New Type of Literacy?.
- Creator
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Wells, Crystal, Marinara, Martha, Bowdon, Melody, Young, Beth, University of Central Florida
- Abstract / Description
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This study examines the literacy practices of college students in order to determine whether their reading habits are likely to detract from their future professions. Based on reports that many college students and individuals in general do not read regularly, this study examines numerous studies that focus on the reading habits of students and their attitudes toward reading. Findings show that a considerable number of students do not practice what many educators consider to be (")good(")...
Show moreThis study examines the literacy practices of college students in order to determine whether their reading habits are likely to detract from their future professions. Based on reports that many college students and individuals in general do not read regularly, this study examines numerous studies that focus on the reading habits of students and their attitudes toward reading. Findings show that a considerable number of students do not practice what many educators consider to be (")good(") reading habits; that is, they do not read approved print literature and texts regularly. This study also introduces the idea that perhaps students are supplementing traditional reading with engagement in new types of literacy, including digital literacy, which might still yield positive benefits that are commonly associated with reading in its traditional sense. Educators are called to adopt an expanded notion of literacy that would recognize the validity of new literacies in the lives of students. Viewing literacy in this way would promote literacy amongst students, providing them with valuable tools for their futures. Moreover, adopting an expanded definition of literacy would alter how aliteracy reports such as the ones discussed in this study would be assessed.
Show less - Date Issued
- 2012
- Identifier
- CFE0004310, ucf:49485
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004310
