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KeeferChristinaDawn2000 cmr.pdf (4.52 MB)

ETD Abstract Container

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A case study of engaged reading in a sixth grade student who has been labeled a struggling reader

Keefer, Christina Dawn
http://rave.ohiolink.edu/etdc/view?acc_num=osu1407153108

Abstract Details

2000, Master of Arts, Ohio State University, EDU Teaching and Learning.
This case study looks at reading engagement in Anthony, a sixth grade student who has been labeled as a struggling reader. The study took place over a ten-week period in the Spring of 2000 at a reading clinic in a Midwestern city. The case study was based on a grounded theory analysis of the data, which included: observations; questionnaires, including the Motivation for Reading Questionnaire and the Reading Activity Inventory; formal assessments, including the Analytical Reading Inventory, the Informal Word Identification Inventory, and the Qualitative Inventory of Word Knowledge; an informal interview with the participant’s mother; and information from previous clinic case studies. With this study, I wanted to answer the following questions: Do struggling readers engage in some ways in some texts? Do struggling readers lack the ability to engage in texts? What influences a struggling reader while reading? Do these influences explain why he or she is not engaged in the text? Anthony’s case shows the complexities of reading. With formal assessment, he shows he was performing below grade level, but with informal observations, he shows he had many good reading habits. While he uses reading strategies, he sometimes uses them inappropriately, which leads to poor reading. He is skillful at making personal connections with the text. Anthony has many factors that influence his reading, and the factors include his beliefs about reading, his moods, his self-esteem, the support he receives from others, and the texts he is reading. In order to become an engaged reader, Anthony needs the continued help and support of his parents, teachers, and tutors. He should be encouraged to continue making personal connections to the texts, and he should be asked to respond to the text through the use of drama or art. His interest in aviation and nature should be used in the classroom and at home to increase his enjoyment and motivation to read, and the adults in his life should take time to model reading, listen to Anthony, and read with him. Anthony’s case encourages teachers to look at the their students individually, instead of looking at only their labels. Teachers can increase all students reading engagement through the use of drama, art, choice, and interest in their classrooms.
Caroline Clark (Advisor)
Brian Edmiston (Committee Member)
76 p.
Teaching

Recommended Citations

Citations

  • Keefer, C. D. (2000). A case study of engaged reading in a sixth grade student who has been labeled a struggling reader [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407153108

    APA Style (7th edition)

  • Keefer, Christina. A case study of engaged reading in a sixth grade student who has been labeled a struggling reader. 2000. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1407153108.

    MLA Style (8th edition)

  • Keefer, Christina. "A case study of engaged reading in a sixth grade student who has been labeled a struggling reader." Master's thesis, Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407153108

    Chicago Manual of Style (17th edition)

osu1407153108
211
© 2000, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.