Reading achievement is a concern for educators, as many students perform below the proficient level on standardized tests. Standards and curricula have been developed to raise test scores due to low achievement. Unfortunately, these curricula often do not include practices that encourage recreational reading even though recreational reading offers numerous benefits to students. This study investigates classroom practices that high school students report encouraging them to read or discouraging them from reading recreationally. The study also looks at what classroom practices high school English teachers report using to encourage recreational reading. This mixed-methods case study utilized teacher interviews, student interviews, and student surveys. Based on the results of the interviews and surveys, the researcher makes the following recommendations to teachers. First, teachers should recognize the diversity of readers and that not all practices will be effective with all students. Secondly, it is important to understand students’ existing reading attitudes and habits and then implement research-supported practices based on the students’ needs. Finally, utilizing a variety of research-supported practices will better ensure that a broader range of students will be encouraged to read recreationally.
|Advisor:||Conn, Daniel R.|
|Commitee:||Hultz, Chelsie, Kibler, Robert|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 82/2(E), Masters Abstracts International|
|Subjects:||Reading instruction, Secondary education|
|Keywords:||Reading for pleasure, Reading instructional practice, Recreational reading|
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