Literaturnachweis - Detailanzeige
| Autor/in | Bang-Jensen, Valerie |
|---|---|
| Titel | A Children's Choice Program: Insights into Book Selection, Social Relationships, and Reader Identity |
| Quelle | In: Language Arts, 87 (2010) 3, S.169-176 (8 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0360-9170 |
| Schlagwörter | Readability; School Choice; Grade 4; Grade 5; Feedback (Response); Reader Text Relationship; Individualized Reading; Reading Programs; Peer Influence; Interviews; Elementary School Students; Librarians; Vermont |
| Abstract | This article considers three emergent themes from informal discussions with fourth and fifth graders about their book selections from the Vermont Children's Choice program. Twelve students were interviewed about how they selected books from the list. Student responses showed that they held the DCF nominee list in high regard, that they relied heavily on peers for suggestions within the list, and that the broad range of books on the list allowed them to consider their own preferences for titles, authors, and subjects in book selection. The conversations highlighted the importance of student choice in book selection and its possible subsequent impact on the language readers use to describe their reading and themselves as readers; several students compared their experiences choosing from the DCF list with choosing from leveled texts. State and library children's choice programs offer nominee lists for readers created with different, and often richer, criteria than a narrower focus on readability levels and text characteristics allows. When readers have their say in selecting books, they exercise agency in the development of their own reader identities and create rich relationships with books. (Contains 1 figure.) (As Provided). |
| Anmerkungen | National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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