Date Approved

6-11-2024

Embargo Period

6-12-2024

Document Type

Thesis

Degree Name

Master of Arts (M.A.) in Reading Education

Department

Critical Literacy, Technology, and Multilingual Education

College

College of Education

Advisor

Susan Browne, Ph.D.

Committee Member 1

Xiufang Chen, Ph.D.

Committee Member 2

Robert Eisberg

Keywords

Attention Restoration Theory;literacy;nature;outdoor classroom;reading;Stress Reduction Theory

Subject(s)

Reading (Kindergarten); Nature

Disciplines

Education | Elementary Education | Language and Literacy Education

Abstract

This thesis examines what happens when literacy instruction is implemented while students are outside in nature. Relevant theories that guided this research included the Attention Restoration Theory (ART), Stress Reduction Theory (SRT), and Culturally Relevant teaching (CRT). Throughout the four week study students participated in literacy lessons outdoors that focused on journal writing outdoors, outdoor teacher read alouds, and writing outdoors using tools found in nature. The final week of the study focused on how students incorporate these literacy skills into their own outdoor free play. This qualitative research focused on data collection from various sources such as: student artifacts, anecdotal notes, pre and post study student interviews, and audio recordings. Data was analyzed through triangulation in order to determine patterns which arose from the study. Analysis of the data suggested three patterns which emerged: high student engagement when nature is incorporated into instruction, authentic and elaborate student responses in nature, and student lead incorporation of literacy during outdoor play. The culmination of this research painted a picture of how the incorporation of nature into literacy instruction is beneficial to students. Additionally, this research offers suggestions for future study and suggestions for implementation into classrooms.

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