Date Approved

2-1-2021

Embargo Period

2-2-2021

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

Keywords

comprehension, emergent readers, reader response journals, student talk

Subject(s)

Reading comprehension; Reading--Education (Elementary)

Disciplines

Language and Literacy Education

Abstract

The purpose of this study was to explore the impact on comprehension when emergent readers use talk and reader response journals to comprehend text. Data collected from reading attitude surveys, interviews, student journal entries, audio-recorded student conversations and notes in a teacher researcher journal were analyzed for emerging themes. The findings show that talk about text and the use of reader response journals have a positive impact on both reading comprehension and motivation. Implications for future research are discussed in chapter five.

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