MA Reading Education
Language, Literacy, and Sociocultural Education
College of Education
Elementary Education | Language and Literacy Education
The purpose of this study was to examine how emergent readers interact with texts during independent reading. Audio recordings of student talk, video taped observations, notes in a teacher research journal, a book selection chart, and concepts about print assessments were all analyzed to determine how emergent readers interact with texts. Findings were that students interact with familiar, unfamiliar, and leveled texts differently including varying levels of conventionality and prosody of language, the comprehension strategies and skills they use to make meaning, and the concepts about print they apply. Findings also included trends for the types of teacher support students needed. Implications for implementing independent reading in kindergarten classrooms and for future research are discussed.
Schaper, Tracy L., "Kindergarten students' interactions with texts during independent reading" (2019). Theses and Dissertations. 2648.