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Going straight to the source: students with reading difficulties talk about reading, self-efficacy and reading instruction
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Going straight to the source: students with reading difficulties talk about reading, self-efficacy and reading instruction
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Students with reading difficulties talk about reading, self-efficacy and reading instruction
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Groff
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Carolyn A.
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Carolyn A. Groff
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Kuhn
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Melanie
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Melanie R. Kuhn
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Morrow
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Lesley
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Advisory Committee
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Lesley M. Morrow
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internal member
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Smith
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Michael
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Advisory Committee
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Michael W. Smith
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internal member
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Linda
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Advisory Committee
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Linda Labbo
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outside member
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Rutgers University
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Graduate School - New Brunswick
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theses
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2007
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2007
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English
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electronic
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viii, 168 pages
Abstract
The consequences of lack of reading and poor reading skills are disastrous for all students, regardless of background; however, because of the poverty and lack of economic opportunities in urban areas, readers of low-ability from marginalized ethnic and economic backgrounds may face more barriers than their economically advantaged peers. As these readers progress through school, their reading problems become more challenging for teachers to alleviate, and they fall further behind their peers, often losing motivation to engage with text (Alvermann, 2005). Research suggests that the instructional environment plays a critical role in students' views on reading, reading abilities and reading instruction. Currently, only a small body of research has addressed the problems of urban middle grade readers with reading difficulties from the students' perspectives. The purpose of this study is to contribute to the small volume of existing literature that highlights the voices of these readers by using their perspectives to examine three fundamental aspects of reading: the act of reading, reading self-efficacy and reading instruction.
This study used qualitative and quantitative data in the forms of interviews, surveys and observations to investigate the three areas. The major finding of this study resonates with previous research on the importance of contexts (Smith & Wilhelm, 2002). Contextual features played a crucial role in the students' feelings of competence in reading. Most students in the study viewed themselves as good readers; however, students of lower reading ability had lower self-efficacy in reading than students of higher reading ability. In addition, almost all of the students viewed the reading process and good reading similarly, regardless of grade or ability level. Students viewed teacher and tool assistance as critical to effective reading instruction. They also emphasized the importance of a variety of reading materials that are interesting and powerful. These findings have the potential to provide teachers with better insight about the needs of readers experiencing reading difficulties and inform instructional strategies and materials.
This study used qualitative and quantitative data in the forms of interviews, surveys and observations to investigate the three areas. The major finding of this study resonates with previous research on the importance of contexts (Smith & Wilhelm, 2002). Contextual features played a crucial role in the students' feelings of competence in reading. Most students in the study viewed themselves as good readers; however, students of lower reading ability had lower self-efficacy in reading than students of higher reading ability. In addition, almost all of the students viewed the reading process and good reading similarly, regardless of grade or ability level. Students viewed teacher and tool assistance as critical to effective reading instruction. They also emphasized the importance of a variety of reading materials that are interesting and powerful. These findings have the potential to provide teachers with better insight about the needs of readers experiencing reading difficulties and inform instructional strategies and materials.
Note
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Ph.D.
Note
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Includes bibliographical references (p. 151-157).
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Education
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Reading (Middle school)
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Reading
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Self-efficacy
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Graduate School - New Brunswick Electronic Theses and Dissertations
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rucore19991600001
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http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.16068
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doi:10.7282/T3J38T02
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ETD doctoral
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Rights
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Open
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Carolyn Groff
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Rutgers University. Graduate School - New Brunswick
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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