Date of Award
1990
Document Type
Practicum
Degree Name
Doctor of Education
Department
Center for the Advancement of Education
Advisor
Sandra T. Rodgers
Committee Member
Elm Anderson
Keywords
eighth-grade students, Estes Survey of Reading Attitude, genre, independent reading, individualized reading, journal writing, literature classes, mini-lessons, negative reading attitudes, personal reading goals, positive reading attitudes, reading achievement, reading attitude, reading enjoyment, reading improvement, reading journals, reading materials selection, reading motivation, reading response, reading-writing relationship, self-directed learning, student choice, student engagement, student reflection, teacher feedback, theme, voluntary reading, reading curriculum, reading instruction, reading interests, reading habits, reading progress, reading success, reading for pleasure, learner autonomy, middle school literacy, literature instruction, journal responses, student-centered learning, classroom reading programs, literacy development, reading assessment, teacher-student communication, independent learning, motivation to read, reading experiences, personalized learning, reflective writing, literature appreciation, reading goals, sustained silent reading, reading engagement, literacy instruction, adolescent readers, reading confidence, educational intervention, reading attitudes survey, student ownership of learning, reading comprehension, response journals, classroom literacy practices
Abstract
This practicum was designed to provide a setting where negative attitudes towards reading in some eighth-grade literature students would be modified. The first goal of this practicum was that members of the eighth-grade literature class would have regular opportunities for successful experiences in reading, since reading for enjoyment usually means having a positive attitude towards reading. A second goal for this practicum was that members of the eighth-grade reading class will enjoy reading this year.
The author presented an individualized reading program as the curriculum for the eighth-grade literature class. Students chose their own reading materials and read during and outside class. They responded to their reading through regular letters to the teacher written in a journal to which the teacher replied. Each class period consisted of a teacher-directed mini-lesson covering topics of theme and genre, an independent reading time of about 20 minutes, and a group evaluation for the last few minutes. Students' grades were based on daily average frequency and depth of response in journal entries and progress made towards professional reading goals.
The results of the practicum were positive. After some initial hesitations, students responded enthusiastically to assuming more control over their learning through choosing their own reading material, responding to it, and setting personal reading goals. Their negative attitude towards reading were modified. The Estes Survey of Reading Attitude was administered in the fall and in the spring, scores were compared, showing positive gains.