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Cognitive and Affective Reading Development During an After-School Program: A Case Study of Three Adolescent Readers’ Participation in the Program

Moransky-Miller, Marlo Renee
http://rave.ohiolink.edu/etdc/view?acc_num=kent1290201117

Abstract Details

2010, PHD, Kent State University, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies.
The purpose of this study was to explore how three struggling, sixth grade readers experienced an after-school program designed to increase their affective and cognitive reading performance. Research in the areas of vocabulary acquisition, reading strategy development, discussion of text, time spent reading, engagement, and reader self-perception provided a foundation for the study. This study utilized a multiple case study design. Qualitative data was analyzed and described with rich description regarding what the students did (actions), what the student said (words), and their interactions with one another as they participated in the after-school program. During an eight-week period, students attended the after-school program where they participated in text and vocabulary discussions, read engaging literature, and learned reading strategies. Participant reader self-perception and engagement were also addressed. Data consisted of individual interviews, focus group interviews, transcripts of discussion sessions, researcher field notes, work samples, and pre-reading and post-reading inventory assessment data. Data analysis during the reading and rereading of data resulted in emerging themes for the individual participants. Through a cross case analysis, similarities and differences among the cases evolved. Results indicated that this group of struggling readers (a) needed a great deal of direct modeling, instruction, and practice to perform as members of a discussion group; (b) thrived as readers in a small group intimate setting that encouraged their voice in discussion of text; (c) did not possess knowledge or use of reading strategies at the onset of the study; (d) could utilize reading strategies under the support of the teacher but had difficulty applying them in independent reading during this time period; (e) increased their engagement with reading when they had choice in text selection; (f) had reading performance that was impeded by their lack of preparation at the onset of the study; (g) advanced their understanding of both text and vocabulary through discussion to make meaning experiences; (h) utilized the reading strategy of connection to make meaning of text; and (i) were individuals with diverse needs and strengths.
Nancy Padak, Ed (Committee Chair)
Alexa Sandmann, Ed (Committee Member)
Melody Tankersley, PhD (Committee Member)
296 p.
Literacy
after school program; self-perception; discussion to make meaning

Recommended Citations

Citations

  • Moransky-Miller, M. R. (2010). Cognitive and Affective Reading Development During an After-School Program: A Case Study of Three Adolescent Readers’ Participation in the Program [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1290201117

    APA Style (7th edition)

  • Moransky-Miller, Marlo. Cognitive and Affective Reading Development During an After-School Program: A Case Study of Three Adolescent Readers’ Participation in the Program. 2010. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1290201117.

    MLA Style (8th edition)

  • Moransky-Miller, Marlo. "Cognitive and Affective Reading Development During an After-School Program: A Case Study of Three Adolescent Readers’ Participation in the Program." Doctoral dissertation, Kent State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1290201117

    Chicago Manual of Style (17th edition)

kent1290201117
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© 2010, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.