M.A. Reading Education
Language, Literacy and Sociocultural Education
College of Education
Language arts--Remedial teaching; Reading comprehension
Language and Literacy Education
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.
Wint, Sarah E., "What happens when emergent readers use talk and reader response journals to comprehend text?" (2020). Theses and Dissertations. 2754.