Preadolescent Advanced Readers: Exploring Attitudes, Beliefs, and Behaviors

Autor/inn/en	Walker, April; Bower, Janessa; Kettler, Todd
Titel	Preadolescent Advanced Readers: Exploring Attitudes, Beliefs, and Behaviors
Quelle	In: Gifted Child Today, 44 (2021) 2, S.68-82 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walker, April) ORCID (Kettler, Todd)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-2175
DOI	10.1177/1076217520940756
Schlagwörter	Preadolescents; Reading Ability; Reading Achievement; Reading Motivation; Reading Habits; Self Concept; Identification (Psychology); Adolescent Development; Imagination; Enrichment Activities; Books; Clubs; Grade 5; Grade 6; Private Schools; Suburban Schools; Reading Attitudes; Texas + Suchen Sie Ihr Suchwort? Pre-adolescence; Präadoleszenz; Reading competence; Lesekompetenz; Leseleistung; Lesemotivation; Reading habit; Lesegewohnheit; Selbstkonzept; Bereicherungsprogramm; Book; Buch; Monographie; Monografie; Club; Klub; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Private school; Privatschule; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Reading behavior; Rading behaviour; Leseverhalten
Abstract	Despite dedication of tremendous resources to developing literary proficiencies, advanced readers may remain an underserved and understudied population. This qualitative study included nine preadolescent participants aged 10-12 years who demonstrated reading comprehension abilities within the top 10% on a national normed achievement battery. The researchers gathered interview data from participants with corroborating evidence from their parents and their book club teacher. The grounded theory analyses found advanced readers to demonstrate superior reading comprehension and the ability to read entire books quickly. Participants reported positive attitudes toward reading in general and preferred out of school reading over the limiting structures of school reading. Some evidence supported a connection between reading and identity exploration through narrative imagination and empathetic relations to characters and narratives. Advanced readers may present cognitive characteristics, as well as behaviors and motivations that require differentiated learning designs. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01