Open Access Graduate Research Paper
Children--Books and reading--Iowa--Anamosa;
With emphasis on improving reading scores from No Child Left Behind legislation to local district and local building goals, is there a bibliographic source of titles to help engage less proficient readers?
The purpose of this study was to determine if the school library media specialist can rely upon a bibliographic source of books for beginning readers to make appropriate suggestions of titles to read by less proficient third grade readers at Strawberry Hill Elementary School, Anamosa Community School District, Anamosa, Iowa.
This study was conducted as an ethnographic study. Ten students were selected to participate if: they scored at forty percent and below on the comprehension section of the Iowa Test of Basic Skills; they had reading data information on the Measure of Academic Progress and they had information available for the Beginning Reading lnventory.
The participants read passages from three fiction books; each passage was over 200 words in length. The books were listed as Level C books (most difficult) in Beyond Picture Books. The participants completed a short oral interview. It was found that error patterns consist across the individual less proficient reader and there is a trend to miss some of the same words, especially names. It was also found that the expectation of the classroom teacher for book selection for silent reading time may not allow the student to choose books at an appropriate reading level. Finally, teachers, librarians and parents can rely upon the bibliographic source used in this study to help in book selection for less proficient third grade readers.
Year of Submission
Master of Arts
Department of Curriculum and Instruction
Division of Library Studies
1 PDF (v, 106 pages)
©2006 Sandra E. Antons
Antons, Sandra E., "Reaching older less proficient readers with books suggested in a standard bibliography" (2006). Graduate Research Papers. 1717.