Student-described engagement with text: Insights are discovered from fourth graders
Children's literature, Critical literacy, Elementary reading methods, Intrinsic motivations for reading, United states
International Electronic Journal of Elementary Education
This article reports on a research study investigating student-described engagement with selfselected text in a classroom where a core reading program (in the context of this study meaning instruction based primarily on manuals and commercial textbooks) comprised the majority of their literacy instruction. Fourth grade students were invited to characterize their responses to their selfselected reading within focus group discussions. Data instruments included audio taped focus group discussions, student photographs, observational field notes, and students' literature. Implementing the constant comparative method for data analysis, outcomes were determined and implications for classroom practice suggested.
Original Publication Date
Weih, Timothy G., "Student-described engagement with text: Insights are discovered from fourth graders" (2014). Faculty Publications. 1470.