'We're a Little Loud. That's Because We Like to Read!': Developing Positive Views of Reading in a Diverse, Urban First Grade

Autor/inn/en	Moses, Lindsey; Kelly, Laura Beth
Titel	'We're a Little Loud. That's Because We Like to Read!': Developing Positive Views of Reading in a Diverse, Urban First Grade
Quelle	In: Journal of Early Childhood Literacy, 18 (2018) 3, S.307-337 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798416662513
Schlagwörter	Grade 1; Elementary School Students; Literature Appreciation; Intervention; Literacy Education; Purchasing; Childrens Literature; Group Discussion; Urban Schools; Authors; Literary Genres; Class Activities; Classroom Communication; Reading Motivation; Communities of Practice; Teaching Methods; Low Income + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Literarische Wertung; Beschaffungswesen; Kauf; 'Children''s literature'; Kinderliteratur; Gruppendiskussion; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Author; Autor; Autorin; Literarische Form; Klassengespräch; Lesemotivation; Community; Teaching method; Lehrmethode; Unterrichtsmethode; Niedriglohn
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01