PROMOTING STUDENTS

Promoting Students to be Avid or Lifelong Readers Kelly Seidewand Literacy Department St. John Fisher College, Rochester, New York August 2008

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Table of Contents

Methodology ...............................................................................................................3 What Makes an Avid Reader? .....................................................................................4 Parents as Promoters ..............................................................................................5 Teachers as Promoters ............................................................................................6 Interest and Attitude as Factors ...............................................................................7 Peers and Future Educators as an Influence ............................................................8 Text .........................................................................................................................8 Avid Reader .............................................................................................................9 Culture Framework.................................................................................................... 10 Reading and Readers .............................................................................................11 Oral Language ...................................................................................................... 12 Text .......................................................................................................................13 Findings .................................................................................................................... 14 Student-oriented instruction ...................................................................................14 Findings: Readers Choice ....................................................................................17 Conclusion ................................................................................................................ 20 Implications and Farther Research............................................................................. 21 Future....................................................................................................................21

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Abstract Promoting students to enjoy reading and become avid or lifelong readers continues to be a struggle for educators. There is a strong emphasis on literacy in the classroom, but that there is little data has been

found that promotes students to be avid readers outside the classroom. The participants for this case study were middle-class, Caucasian students from a first grade classroom and a fifth grade. Participants were given questionnaires along with one-on-one interviews. Findings indicate that interest in reading increases with student-oriented activities along with more choice. The author suggests that students should be given more choice in reading material and in literacy related activities.

Methodology
The research paradigm that this research was based on was Critical Theory and Interpretivist. It was based on the Critical Theory because it used personal experiences, dialogue, observations. Ladson-Billings (2004) placed this type of research in the Critical Theory stating that in this paradigm creating equal relationship through dialogue is another important characteristic of this theory (p. 155). The research also required me (the researcher) to observe and while making observations make sure that my subjectivity did not go unnoticed. This quality affects the results of all, not just observational, investigation (Peshkin 1988). The research fits the Critical Theory paradigm supported by Lincoln and Guba (2005) because critical theorists advocate varying degrees of social action (p. 268). To collect data I used a variety of different methods. I observed teachers to see what techniques and strategies were using for reading. I also observed and interviewed some children in the first and fifth grades to see what teachers had done to help them. I also asked the students what types of activities made reading exciting and engaging.

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Since I would not be able to interview, I used a questionnaire to sample a larger group of opinions and to see what childrens behaviors were in reading at first and fifth grade.

What Makes an Avid Reader?

Researchers have studied what makes an avid reader through surveys, questionnaires, interviews and observations. A variety of research has shown that parents (Strommen and Mates, 2004; Davis, 2007; Pitcher et al., 2007), tutors (Worthy, Patterson, Salas, Prater, & Turner, 2002; Strommen and Mates, 2004), teachers (Strommen and Mates, 2004; Pitcher et al., 2007) interest and accessibility (Strommen and Mates, 2004; Schmidt, Gillen, Zollo, & Stone, 2002; Davis, 2007; Pitcher et al., 2007) all have an impact on promoting students to becoming avid lifelong readers. According to Strommen and Mates (2004), their idea of being an avid reader is more then a simple matter of attaining fluency (p. 198). The importance of being a reader is discussed by Canady and Krantz (1996); the key reasons are for pleasure, information and reading to learn how to do something. The research shows what things students think make them an avid reader, what strategies/activities teachers used that they think helped them become interested in reading and also what teachers believe works when helping promote avid reading habits. Literacy events surround everyone for their entire life (Heath, 1982). Heath (1982) defines literacy events as occasions in which written language is integral to the nature of participants interaction and their interpretive process and strategies (p. 74). Heath (1982) continues to discuss how each community has certain rules that apply to sharing and socially interacting in literacy events. Often the idea of reading for pleasure fades in the children and the students go through school no longer having that desire to read for pleasure (Worthy, Patterson,

Promoting Students Salas, Prater, Turner, 2002). As Worthy, Patterson, Salas, Prater, Turner, 2002) states, struggling readers that lack the motivation to read voluntarily. Yet, especially among struggling readers, voluntary reading continues to decline (p. 178).

Parents as Promoters
Besides teachers being an influence on promoting students to be avid readers. Research such as McKool (2007), Baker (2003), Davis (2007) and Pitcher et al. (2007) has shown that parents play a large role on the literacy influence of their child. McKool (2007) found that students coming from homes where parents read aloud to them are more likely to become avid readers. McKool suggests that not only do parents have to read to their children aloud to have an impact but also the amount of voluntary reading the parent does is more of an indicator on whether the child will be an avid readers (p. 12). Baker (2003) agrees with McKool but adds that parental support includes more then just reading to the child. It also includes factors such as availability of reading materials in the home and parental reading behaviors (p. 89). Baker (2003) continues by stating that students from supportive environments also have more positive attitudes toward reading along with engaging in more leisure reading (p. 89). Along with more supportive environments, Davis (2007) found that while interviewing students, mothers were more often to be seen reading then fathers; promoting reading in female children and less in male children (p. 232). Therefore, parents tend to promote gender differences amongst their children. This occurs because parents often do not realize they are promoting literacy by simply discussing books, articles and other things they read that might interest their child. Pitcher et al. (2007) found that often students often stated they would discuss sports articles with parents or other articles they read in magazines. Many students were

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given magazines and books that their parents knew they were interested in and eventually the student would end up reading the book. Baker (2003) says that in order to help a struggling reader that their needs to be strong and effective communication between parents and the teacher. The teacher needs to provide advice to parents and the parents advice to the teacher.

Teachers as Promoters
Students believe that school is the only place you need to be able to read is the only place they do read. Students often forget about the multi-facets of literacy. However Belzer, (2002) found that the students who do not enjoy reading for pleasure base their reasoning on the fact that school reading was boring (p. 111). In order to help students view reading as a pleasurable activity, Sanacore, (2000) states that promoting lifetime reading habit is to give students opportunities to observe successful readers, such as their teachers (p. 158). Since teachers are a factor in students attitudes toward voluntary reading it is important to see what strategies teachers are using that they find beneficial but also what activities the students find most meaningful in prompting their reading attitudes. Teachers can create memorable experiences with literacy by reading aloud to the class. Belzer (2002) found that many adults remembered their teacher reading, and that they enjoyed listening to their teacher reading aloud (p. 107). Pitcher et al. (2007) also found that one thing struggling readers or those readers that labeled themselves as poor readers enjoyed, was when their teacher read allowed to them (p. 393).

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Interest and Attitude as Factors

In Pitchers et al. (2007) survey many of the students stated that they hardly or never read but when they were interviewed many state a variety of text they read including magazines, e-mails, articles and other students stories. Many students often forget they are reading if it is something they enjoy reading. Worthy, Patterson, Salas, Prater, Turner, (2002) also found that even students that grew up with a variety of reading materials accessible to them they still lost interest. Most of the reading materials that students have access to at home is uninteresting, to difficult to read or both, creating an environment that does not promote voluntary reading (p. 178). Strommer and Mates (2004) found that students tended to lose an interest in reading when they out grew reading childhood favorites. They found that students were not guided to alternative and more appealing reading materials as they grew up so they did not read. Often time students had books accessible to them but the books were viewed by the students as to babyish (Davis, 2007). As students do progress past the beginning books and begin to experience going to the library during school, many become overwhelmed when choosing a book that is right for them. Being able to have an age-appropriate and level appropriate book are what causes frustrations for students and what adults remember as a bad literacy experience while growing up (Belzer, 2002). In order to continue to promote reading it is important to allow students choice. Pitcher et al. (2007) found that students understood that sometimes teachers had to assign readings but that they would enjoy read more if they were also given the opportunity to pick the text they had to read for assignments (p. 393).

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Peers and Future Educators as an Influence

Research on the influence of peers and tutors has shown that it promotes students interaction with text that in turn can create an interest. Social interaction, students interests, and access to appropriate texts were all key factors in promoting voluntary reading for the resistant readers (Worthy, Patterson, Salas, Prater, Turner, 2002). Strommer, and Mates, (2004) found that it is important for students to interact with others about them and that students who do interact with others about books often love to read (p. 193). Pitcher et al. (2007) found that even if students do not discuss books they often discuss things they read on the internet or in a magazine, which still promotes the idea of reading leisurely.

Text
Oral language is commonly used to discuss literacy events that occur throughout the written language as well (Goodman, 2001). Students must have a grasp on oral language to understand written language and the other way around. Students who do not understand a reading assignment (or written text) come to class and discuss with classmates and the teacher what they read and use oral language to make clear the written ideas. The written ideas or text consists of a variety of things and does not necessarily mean a book. It includes written pieces of work like magazines (Worthy, Patterson, Salas, Prater, Turner, 2002; Belzer, 2002), newspapers, song lyrics, information from the electronic sources including the web and students own pieces or others pieces of writing (Worthy, Patterson, Salas, Prater, Turner, 2002). Belzer (2002) also includes religious materials as text. According Kim (2007) text includes letters and postcards. In order for students to get the interaction they need; teachers need to provide a variety of texts to grasp their interest. Just because students have access to text does not mean that they are

Promoting Students of interest, at the students level of success or grade appropriate (Worthy, Patterson,

Salas, Prater, Turner, 2002). Web quests provide a unique interaction with text in content area. They help scaffold the student to a higher level of thinking using the web quest (Ikpeze & Boyd, 2007).

Avid Reader
Reading is a portion of the whole definition of literacy (Gee, 2000). Reading is defined by Strommen and Mates (2004), into two categories; recreational reading and academic reading. To define recreational reading we must first classify what it means to be recreational. Recreational is an activity that one fines pleasure in; while recreational reading is finding pleasure in an activity where one makes meaning of text (Williams, 2004). To be an avid read or lifelong reader you must read for recreation or read text voluntarily. Those that are avid readers or lifelong readers, it is important as a reader to recognize the value of reading (Baker, 2003) and devote time to non-academic or recreational reading (Strommen & Mates, 2004). Being an avid reader is more about the positive concept as a reader (Baker, 2003) and less about the readers abilities (Strommen & Mates, 2004). As long as a person believes they are a reader and interact with text outside of academia reading then they have defined themselves an avid reader. Sainsbury and Schagen (2004) agree that in order for reading to be an enjoyable activity, the person must have a positive self-concept as a reader and a desire to read and report enjoyment in reading. If a reader has this view of themselves as a reader it promotes an intrinsic motivation to continue to read.

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Culture Framework
I began to research my question of what makes students become avid or lifelong readers. While researching I viewed a variety of studies and viewpoints. I address this question from the stance of literacy being a social interaction (Gee, 2000, Lea & Street, 2007 & Goodman, 2001). There are many components to how one acquires literacy. First, Literacy, defined by Gee (1989) is the mastery of or fluent control over a secondary Discourses involving print (p.9). According to Guofang (2001) children begin their literacy experiences in infancy, and their development is ever-changing. One aspect that plays a major role literacy acquisition is cultural variation. Cultural variation is the way a person is brought up and since all children are brought up differently and surrounded by different discourses each child develops their literacy differently; it is a social practice (Guofang, 2001, Lea, & Street, 2007, Kirkland & Patterson, 2005, Carter, 2006, Mcenearney, 2006). Different cultures have different beliefs on how to raise their children so the people and the literacy events that surround the child are used in different ways to support the child learning. Children show up to school with a framework of how they learn already set up (Meier, 2003). Children develop their ideas about literacy based on the interaction they have with the people around them and the interaction within their environment. Literacy is an on going process all throughout life; this means that oral and written language framework is instilled in a person when they are born. However, the interaction with people and the environment around that allows the framework to develop (Alexander & Fox, 2004). Literacy is something more then learning grammar and being able to read (Gee, 2000). One acquires ways of talking, writing, thinking and using literacy through the

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community and the people that surround them. It is ones social identity acquired by being engulfed in the social practice (Gee, 1989; Lea & Street, 2007). Goodman (2001) asserted that ones ideas toward reading develop through the views and attitudes toward literacy that they encounter as they interact with groups (the family, the local community, and other socioeconomic, races, or ethnic groups (p. 317). One must have competence with the meaning system of a social practice by knowing how to make and grasp meanings appropriately within the practice. All literacies are socially constructed they include values, purposes, rules, standards, and perspective and in order for one to be productive in a literacy practice they need to be socialized into it (Lankshear & Knobel, 2003). According to Lankshear & Knobel (2003), learning literally to read and write words was an integral part of learning to understand how the world works socially and culturally (p. 9).

Reading and Readers

As educators, we must begin to look at literacy outside of the conventional sense. Carter (2006) suggests we stop thinking of reading and writing for academic purposes or in the school setting and beginning to think of it as communities of practice. Carter (2006) continues to state that communities of practice are the common relations people share within a group and teaching those practices to newcomers (p.8). A mother and father may interact with text on a daily bases, and thereby teaching their children how they value texts with their actions. The ability to be a reader and read outside academic text is about connecting discourse (oral and written) which includes books, newspapers, magazines and letters (Goodman, 2001).

Promoting Students Readers are defined as the people (Mceneaney, 2006). According to

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Mceneaney(2006) readers bring their own attitudes, objectives and values that influence their decisions and actions based on the written text. A literacy event defined by Mceneaney (2006) consists of a reader or person engaged with text (print) in achieving a purpose or goal. The social environment that a child is raised and surrounded in is what affects that reader when reading written text. The reader brings their own assumptions to the text; making every reader interprets differently based on their prior knowledge (Richgels, 2004). The written language that surrounds a child is used to develop skills in the structure of scripts, narratives and to build new vocabulary as pertaining to the culture the child is brought up in (Canady, & Krantz, 1996).

Oral Language
One acquires their language through authentic, relevant experiences. Children must be surrounded by oral language and will acquire the dialect and rules of the community that they are immersed in; children being with over generalizing in all communities (Goodman, 2001.). Oral language is a cognitive tool used to construct meaning, internalize the language used in print and regulate thought and activity (Kalmar, 2008). As stated by Goodman, (2001) children use literacy experiences and oral language to discuss written language before they are able to read the written language (p. 317). The culture of a person influences that persons of patterns of language (Patterson & Kirkland, 2005). Words, both spoken and written in social context, mediate meaning that helps lead to the construction of concepts and knowledge (St. Pierre Hirtle, 1996).

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Text
According to Lankshear and Knobel (2003), New Literacy studies comprise a new paradigm for looking at literacy as opposed to the paradigm that already existed that was based on psychology (p. 16). The New Literacy looks at learning literacy in a social context (Goodman, 2001). Children discover written language when they are immersed in it and watching others in the communitys interactions with it (Goodman, 2001). Oral language is commonly used to discuss literacy events that occur throughout the written language as well (Goodman, 2001). Students must have a grasp on oral language to understand written language and the other way around (Goodman, 2001). Writing is a way to save language through time, but often leads to a form of misinterpretation that is not missing in oral language (Olson, 2006). The community that the child is brought up in and learned to talk through, impacts the way the child interprets printed work (Health, 1982). The written language expresses attitudes, objectives and values based on the author; which are not always transferred to the reader (Mceneaney, 2006). The idea of New Literacies has brought on the idea of what defines text; The changing social practices involve new and changing ways of producing, distributing, exchanging and receiving texts by electronic means (Lankshear & Knobel, 2003). Text is a variety of forms including academic text. Lea and Street (2007) call these academic literacies and define it as not directly associated with subjects and disciplines, but with broader institutional discourses and genres (p. 368). One must practice the discourses suitable in academic contexts (Lea, & Street, 2007).

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Findings
Student-oriented instruction
From the research I found that the type of instruction that is being used in the classroom impacts the students opinions on reading. Based on a few observations, questionnaires and interviews a pattern emerged of what type of instruction students were most engaged in and were most memorable or meaningful to them. The types of instruction addressed in this study were teacher-oriented where the teacher leads the group or instruction, student-oriented, where the students take on more of an exploratory or independent role, or the instruction is a mix of both. One such tyinclas occurred when the teacher stood in front of the class and asked questions and then directed students to write down the answers. When studying the questionnaires from the 5th grade participants, many of the students remembered activities that had teachers did not lead. An example that occurred in many participants responses was a program called Battle of the Books. This can be done a variety of ways. However, the style that my participants are discussing is where they are able to pick their own teams of four amongst the entire grade level members; all teams are given the same list of books to read. Groups are given a schedule of their times of competitions. At competition a teacher or a librarian reads questions related to the books on the list. Teams compete against each other and the team who answers the most questions correct wins that round. The competition continues on for approximately two months until there is a champion. The teams have a team captain to head the team participants must decide how to go about reading and preparing for their competition. While interviewing participants they describe the program as extremely engaging because they get to work with their friends. The students also got very excited

Promoting Students to explain Battle of the books and talk to me about how their team was doing and the

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strategies they used to help them in the competitions. While preparing for Silent reading students were reminding other students to make sure they had a battle of the books book. If a student wasnt reading one a member would loan an acceptable book. Students were also inquiring with their group members where they were in the book, how many books they had read and discussion to help them know where their group stood in their preparation for the competition. From the eight returned surveys all eight students responded that they enjoyed battle of the books. However, when speaking with the students only half of them could give a reason as to why they enjoyed it. That reason from all four of the students consisted of the fact that they got to work with their friends and that it was a competition like a sporting event. The remaining four could only state that they enjoyed it but they did not know what about it made it better then other reading activities that took place in the classroom. The fifth graders talked about literature circles but most of them were not enthusiastic about the type of literature circles that they did in fifth grade. One of them enjoyed the literature circles they did in fourth grade. When asked why he said the book was better. I interviewed the students and asked them what would make the literature circles from fifth grade better. Four responded that a different book would help. All eight said different jobs instead of just the four given. The four jobs given were Discussion Director, Vocabulary, Connector, Summarizer and Literary Loominator. All eight said they would like to draw pictures, one stated they would like to have everyone predict something about what is going to happen and two said they would like to rewrite part of a chapter. All the students said they had experienced these types of jobs in previous literature circles at different grade levels.

Promoting Students Four of the fifth graders remembered and enjoyed an activity from a previous year. They described the activity as enjoyable because they worked together as a class and competed against other classes to see which class read the most minutes a month. One of the students stated that he liked this activity better then the book worm activity (everyone reads twenty-five minutes a night and they get a circle to add to the book

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worm) because he wasnt forced to read for a certain amount of time. From talking to the students I found they do not like to be forced especially those that struggle with reading. However, those that identified themselves as struggling or did not enjoy reading said they liked the reading activity where they would add their minutes to the rest of the class. I believe this is because they still felt like they were contributing but they werent overwhelmed by completing the amount of time assigned. One student remembered a teacher that read aloud to the class and enjoyed that. She stated that sometimes it just helped her relax. Her teacher also read books that were above her grade level so they were books she struggled with reading. The student enjoyed being read to and having the opportunity to visualize instead of struggling through decoding the text. While observing, interviewing and collecting questionnaires (parents helped on some of the questionnaires others did not complete) on seven students in a first grade classroom, I found a similar trend as the group of 5th graders. Many of the first graders stated that their favorite reading activity was centers. The reading centers in this 1st classroom consisted of a guided reading station with the teacher, a computer station, a spelling station, and a listening station. I interviewed many of the first graders and when asked why centers were their favorite, six of them responded well not all the centers are my favorite, I just like the computer center and the listening center. Individually I

Promoting Students interviewed the 1st graders find out why these centers were better. The students who enjoyed the computer center said they liked it because the reading activities were like games and they had to pick the correct word for the sentence. If they read the sentence

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and filled in the correct word on the first try they would receive a white ribbonthat is the best when you get white quoted one of the students. A few of the other students enjoyed the computer center because when you picked a word it would read the sentence to you so you could hear and see what the sentence looked like before deciding what word you were going to fill in the blank with. The first grade students also indicated that they enjoyed the listening station. When interviewed about why this was a good station, the said because they got to read Junie B. Jones books while following along. They enjoyed being able to read or follow along while reading books that were often slightly above most of their abilities. These books the students are able to read using their strategies but often lose the meaning while trying to decode. The listening station allowed them to grasp the meaning and then the teacher was able to grasp their comprehension skills with comprehensive activities. In all the interviews and questionnaires for both grades no student stated that they disliked the teacher leading the reading time or discussion. However, through students likes and responses they did imply that they enjoyed when they were interacting with others or when they were using technology during reading time. This promotes the idea that reading is a social activity and in order for it to be engaging it needs to be hands on and validated through peers.
Comment [AN1]: I like how you tied everything in together with this last paragraph. Good job.

Findings: Readers Choice

Promoting Students To promote a student to be a reader the teacher must first grab the students attention. The research has shown that one way to promote and engage those to read is by giving them the ability to choose what they are reading.

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When talking with the fifth graders, many of them said they enjoyed Battle of the Books. I asked them why they enjoyed Battle of the Books when they were given a list of books to read. All eight responded that those were not forced upon them for them to read. They were given books that they had to read but they had the ability to choose what books they wanted to read first or how they wanted to split up the reading between other group members. All of them also said that even though they could split up the books and did not have to read all of them, many of them did because they wanted to be prepared for the battles. Although there were books they had to read, how they attacked those books was their choice. When asked about the books on the reading list and why they were able to read and enjoy them six of them said it was because they were able to make connections and relate somehow to the characters in them or the books made you feel like you were in the story. When observing the class during literature circles, I was able to see the students work in groups and lead the discussion on reading. Of the eight that participated in the study, half of them were engaged and participating. The other half was struggling with ideas and often not on task. The literature circle book was assigned. All groups had the same tasks and same reading. The only slight choice they had was what they decided to do as a group project. Literature circles in this sense were not a favorite activity for six of the students. The two students that did not mind literature schools and enjoyed this activity also declared themselves avid readers.

Promoting Students Three students brought up the book worm activity in their interview. Two of

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them enjoyed it because although they were given a set amount of time to read they were able to choose anything they wanted to read. Only one of the three did not like it because they stated that twenty-five minutes is too much time for reading. I asked what the students would read for the book worm since they were aloud to choose and no one stated that they would choose magazines, internet pieces, newspapers or anything that was not a book. Two of the students said that when they look for a book to read they enjoy historical fiction because they like the story format but they also like pieces of true information. While one said he does not like to read because there is nothing interesting to read and two would rather play then read. There were similar findings among the fifth graders and the first graders. During the interviews and discussion of the questionnaires many of the first graders enjoyed opportunities when they had some choice in what they read. The first graders literacy time consisted of four different centers. Jacob* stated I enjoy the computer station because you get to choose if you want to do reading workshop or reading readiness (both computer software games). When asked why he enjoyed this activity he continued with I get to choose what game I want to play and sometimes I do not like a lot of reading so I can do the short reading one. Olivia agreed that the computer center was one of her favorite activities: I like the computer because you get to pick a story and you then you get medals for answering the questions with the story right. Both Jacob and Olivia said that they enjoyed reading on the computer and answering questions because it did not seem like it reading and they got medals. The other first graders interviewed had similar

Promoting Students views as Jacob. Most enjoyed the computer center but also enjoyed other literacy activities they participated in, such as independent reading and library time. All of the students enjoyed the library because they were allowed to check out two books,

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magazines or other forms of reading materials each week. Jacob enjoys choosing books from the library. I like taking out books like Pirates of the Caribbean and Star Wars because I do not know a lot about them so I find new interesting things. Patrick one of the first graders stated I do not like partner reading because my partner and I both have to like the book and I do not get to read it all. Even working with one other student created and having to co-choose the book made the literacy event an unpleasant one for Patrick. Patricks favorite literacy activity is independent reading because I get to read a good book and no one bothers me.

Conclusion
This study contained some limitations. The study took place in only one first and one fifth grade. Both grades were from middle class, majority Caucasian classes. Therefore a generalization can not be made based on the information. Also, not all students explained in detail their answers on the questionnaire and they could not all be interviewed for clarification. A large limitation was the time constraint. School was coming to an end and I only had a few opportunities where my schedule and the teachers schedule allowed time for me to come into the classroom. However, I did get the opportunity to begin to see what students are looking for in reading instruction and what could be done to help engage more students.

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Implications and Farther Research

This study gives a starting point and a look into what makes students enjoy reading. Teachers need to look to students and reflect on reading lessons/activities they prepare to help find meaningful reading activities that promote student interest in reading. Teachers also need to provide a wide variety of reading materials so all students can experiences different genres and begin to find pleasure in reading their favorite genres.

Future
Future researchers should observe classrooms from a variety of districts and types of schools. They should also interview a greater number of students to see if there is a greater pattern that emerges. Another aspect that future researchers should look into is interviewing or giving questionnaires to teachers to find out about their teaching approaches, students attitudes they witness, and other traits or patterns that they have noticed. Researchers should look into the professional development the teachers are getting and see if it helps provide ideas and support for promoting reading interest.

Promoting Students Reference

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