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

First Advisor

Madden, Marjorie

Second Advisor

Lee, Valarie

Third Advisor

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.

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