TY - JOUR
T1 - ‘We’re a little loud. That’s because we like to read!’
T2 - Developing positive views of reading in a diverse, urban first grade
AU - Moses, Lindsey
AU - Kelly, Laura Beth
N1 - Publisher Copyright:
© The Author(s) 2016.
Copyright:
Copyright 2018 Elsevier B.V., All rights reserved.
PY - 2018/9/1
Y1 - 2018/9/1
N2 - 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.
AB - 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.
KW - Reading engagement
KW - beginning reading
KW - classroom interaction
KW - community of practice
KW - formative research
KW - literature discussion
KW - reading motivation
KW - sociocultural literacies
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U2 - 10.1177/1468798416662513
DO - 10.1177/1468798416662513
M3 - Article
AN - SCOPUS:85019313528
SN - 1468-7984
VL - 18
SP - 307
EP - 337
JO - Journal of Early Childhood Literacy
JF - Journal of Early Childhood Literacy
IS - 3
ER -