Date Approved

3-6-2020

Embargo Period

3-10-2020

Document Type

Thesis

Degree Name

M.A. Reading Education

Department

Language, Literacy and Sociocultural Education

College

College of Education

First Advisor

Browne, Susan

Second Advisor

Madden, Marjorie

Third Advisor

Lee, Valarie

Subject(s)

School children--Books and reading

Disciplines

Language and Literacy Education

Abstract

The purpose of this study was to document how reading conferences can support students while independently reading. The specific goal was to focus on how reading conferences can help students become aware of their reading choices and text selection. Questions that guided my research included: How can reading conferences help hold students accountable for their independent reading? How are students selecting independent reading books? How can reading conferences encourage conversations when the text connects to the student's Funds of Knowledge? Do students make more connections to a text if they have prior background knowledge on the topic? Data was collected through reading conferences, anecdotal notes, and questionnaires. Students participated in at least three conferences about their independent reading book when they discussed how and why they selected their current text. Reading conferences helped students become more reflective about their text selection and helped students to make more connections while reading.

Share

COinS