Date Approved

4-26-2019

Embargo Period

4-29-2019

Document Type

Thesis

Degree Name

MA Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

Advisor

Madden, Marjorie

Committee Member 1

Browne, Susan

Committee Member 2

Iles, Janet

Keywords

emergent readers, Independent reading, kindergarten, literacy

Subject(s)

Reading

Disciplines

Elementary Education | Language and Literacy Education

Abstract

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.

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