|
Abstract:
|
The problem explored was whether or not allowing students the opportunity to
self-select reading material effected their motivation to read and reading skills.
Personal interest greatly effects how much time a student spends reading. Those who
are more motivated have better reading skills. Additionally students who are
motivated readers have a more positive self-concept of themselves as readers
(Gambrell, Palmer, Codling, & Mazzoni, 1996). The following is a qualitative study of
32 third grade students and their reading experiences prior to and following the
opportunity to self-select reading material. Data were collected both pre and post self-selection using the Guided Reading
Assessment (GRA), Elementary Reading Attitude Survey (ERAT) and Reading Attitude Interviews (RAI). The researcher analyzed the data to compare re-occurring
themes. The researcher observed most participants overall enjoy reading. The
researcher discovered the participants prefer to self-select reading material based on
personal interest. Differences in genre preference were observed by the researcher as
well as stated by the participants during interviews.
The importance of providing a high-quality library was apparent to the
researcher in order to offer appealing literature to meet a variety of interests. When the
participants spent time reading books they selected based on their own personal
interests, it was observed that more students were choosing to read during their free
time. |
