Date Approved

6-2-2026

Embargo Period

6-2-2026

Document Type

Thesis

Degree Name

M.A. Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

Advisor

Susan Browne, Ed.D.

Committee Member 1

Xiufang Chen, Ed.D.

Committee Member 2

Valerie Lee, Ed.D.

Abstract

The purpose of this study was to (a) examine the effect of student choice on first-grade students’ reading engagement and (b) determine how student choice impacted their reading comprehension during instruction. Throughout the study, students utilized a choice board following each read-aloud to express their understanding of what they perceived as important in the text. Findings indicated that students demonstrated high levels of engagement during the 12 read-alouds, which were intentionally selected based on their interests, as well as during the choice-based activities that followed. Additionally, students showed growth in their ability to apply key comprehension skills, including summarizing, identifying important details, and visualizing, as they were given opportunities to make decisions and take ownership of their learning. Implications for educators regarding the integration of student choice in reading instruction are discussed.

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