Reading, responding, connecting : an inquiry into the influences of an independent reading program on students' reading practices and perceptions during in-person and remote learning / Kelcey Anne Grogan.

Format:

• Book
• Thesis/Dissertation

Author/Creator:

• Grogan, Kelcey Anne, author.

Contributor:

• Waff, Diane, degree supervisor.
• University of Pennsylvania. Department of Reading, Writing, Literacy, degree granting institution.

Language:

English

Subjects (All):

• Education.
• Reading instruction.
• Reading, Writing, Literacy--Penn dissertations.
• Penn dissertations--Reading, Writing, Literacy.

Local Subjects:

• Education.
• Reading instruction.
• Reading, Writing, Literacy--Penn dissertations.
• Penn dissertations--Reading, Writing, Literacy.

Genre:

• Academic theses.

Physical Description:

1 online resource (262 pages)

Contained In:

Dissertations Abstracts International 82-12A.

Place of Publication:

[Philadelphia, Pennsylvania] : University of Pennsylvania ; Ann Arbor : ProQuest Dissertations & Theses, 2021.

Language Note:

English

System Details:

• Mode of access: World Wide Web.
• text file

Summary:

This dissertation study investigated how, at a small high school for students with social and emotional learning needs, the establishment of an independent reading program influenced students' reading habits and perceptions of themselves as readers. This program and research study were conducted during the spring of 2020 and needed to adapt to virtual learning as a result of the COVID-19 pandemic. Therefore, this study also examined how students and teachers responded to the independent reading program virtually. Informed by practitioner inquiry (Cochran-Smith & Lytle, 2009), this qualitative case study utilized memos, photographs & video recordings, field notes & observations, document analysis, conferences, surveys, and interviews with students and teachers to observe students' perspectives, responses, and interactions with the independent reading program. Drawing on Reader Response theory and critical literacy instruction informed by socio-cultural perspectives and Bishop's (1990) metaphor of "mirrors, windows, and sliding glass doors," this research analyzed the responses to the independent reading program and its practices, and the influences this program had on students' learning and their understanding of the texts, of themselves, and of the broader world. Findings around three main themes emerged: 1) how students' participation and perceptions of themselves as readers were influenced as a result of the independent reading program 2) which instructional practices and program structures had the most impact on students' experiences 3) how students' identities and experiences were centered throughout the program. This study demonstrates how an independent reading program that better centers diverse stories, meets students' needs (particularly during times of crisis and hybrid learning), and supports students' development of reading confidence and skills could be implemented. These findings have implications for researchers and practitioners interested in developing independent reading programs in secondary English Language Arts settings in ways that are inclusive, representative, and supportive of adolescent readers. This study also highlights some important considerations for educators looking to establish virtual independent reading programs in secondary English Language Arts classrooms.

Notes:

• Source: Dissertations Abstracts International, Volume: 82-12, Section: A.
• Advisors: Waff, Diane; Committee members: Amy Stornaiuolo; Ebony Thomas.
• Department: Reading, Writing, Literacy.
• Ed.D. University of Pennsylvania 2021.

Local Notes:

School code: 0175

ISBN:

9798516084812

Access Restriction:

• Restricted for use by site license.
• This item is not available from ProQuest Dissertations & Theses.
• This item must not be sold to any third party vendors.