Date Approved

1-10-2018

Embargo Period

1-16-2018

Document Type

Thesis

Degree Name

MA Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

First Advisor

Browne, Susan

Second Advisor

Chen, Xinfang

Third Advisor

Abraham, Stephanie

Subject(s)

Reading; Language arts (Elementary)

Disciplines

Elementary Education | Language and Literacy Education

Abstract

What happens when first grade students engage in independent reading in which they are reading, thinking, and developing responses about texts at their independent reading level? The purpose of this study is to investigate what type of work and learning first grade students engage in during independent reading time. The focus will be on the type of thinking the students are engaging in and what strategies the students are utilizing while reading independently. This qualitative teacher research study consists of 12 first-grade students in the first-grade classroom during independent reading time of Reader's workshop. The data collected revealed students utilizing strategies and skills to accurately read and comprehend the text. The data analyzed showed students are engaging in both literal and inferential thinking as shown through their verbal and written responses, students are citing evidence from the text to support their thinking, and students are motivated to read by having choice texts that interest them. The conclusions drawn from the study reveal students purposefully select strategies and skills to use to critically think and respond to a text.

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