Date Approved
2-2-2020
Embargo Period
2-4-2020
Document Type
Thesis
Degree Name
M.A. Reading Education
Department
Language, Literacy and Sociocultural Education
College
College of Education
Advisor
Madden, Marjorie
Committee Member 1
Lee, Valarie
Committee Member 2
Browne, Susan
Subject(s)
Language arts--Remedial teaching; Reading comprehension
Disciplines
Language and Literacy Education
Abstract
The purpose of this study was to examine what happens when emergent readers use talk and reader response journals during interactive read-aloud experiences. Student-teacher interviews, audio recorded conversations, student work and notes in a teacher researcher journal were all analyzed to determine if using talk and reader response journals led to a deeper understanding of text and impacted motivation and engagement in the classroom. The data was also analyzed to determine which teacher behaviors foster a stronger understanding of text. Findings were that using dialogue and writing in reader response journals can lead to a deeper understanding of text and increase student motivation and engagement during the literacy block. In addition, providing wait time, modeling skills and asking open-ended and probing questions helps students make meaning of text. Implications for today's classroom are discussed.
Recommended Citation
Wint, Sarah E., "What happens when emergent readers use talk and reader response journals to comprehend text?" (2020). Theses and Dissertations. 2754.
https://rdw.rowan.edu/etd/2754
