‘We’re a little loud. That’s because we like to read!’: Developing positive views of reading in a diverse, urban first grade

Lindsey Moses, Laura Beth Kelly

Research output: Contribution to journalArticle

5 Scopus citations

Abstract

In this formative experiment, we examined interventions in and modifications to literacy instruction in a first-grade classroom with the aim of cultivating a love of reading among the students. Consistent with the design of formative experiments, the teacher established a pedagogical goal of building a love of reading, and throughout the year reflective modifications were made during the literacy block to encourage this love among the students. The participants were part of a diverse urban first-grade class of 28 students in the Southwest United States. The initial intervention included making a broad array of texts accessible to students and frequently discussing the teacher’s and students’ enjoyment of reading. Modifications throughout the year included establishing literary discussion groups, purchasing accessible text sets including many non-fiction books, author studies based on students’ most frequently checked-out books, book spotlights presented by students and a book exchange party proposed by the students. The findings demonstrate that students did in fact develop a positive view of reading as shown through positive talk about books, establishing favourite authors and genres, resisting the end of reading time, choosing to read over other activities and making reading a part of their social interactions.

Original languageEnglish (US)
Pages (from-to)307-337
Number of pages31
JournalJournal of Early Childhood Literacy
Volume18
Issue number3
DOIs
StatePublished - Sep 1 2018

Keywords

  • beginning reading
  • classroom interaction
  • community of practice
  • formative research
  • literature discussion
  • Reading engagement
  • reading motivation
  • sociocultural literacies

ASJC Scopus subject areas

  • Education

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