Primary Readers' Perceptions of a Camp Guided Reading Intervention: A Qualitative Case Study of Motivation and Engagement
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| Title: | Primary Readers' Perceptions of a Camp Guided Reading Intervention: A Qualitative Case Study of Motivation and Engagement |
|---|---|
| Language: | English |
| Authors: | Erickson, Joy Dangora (ORCID |
| Source: | Reading & Writing Quarterly. 2019 35(4):354-373. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 1 Primary Education Grade 2 |
| Descriptors: | Elementary School Students, Student Attitudes, Directed Reading Activity, Intervention, Learner Engagement, Reading Motivation, Young Children, Males, Reading Material Selection, Educational Benefits, Summer Programs, Day Camp Programs, Reflection, Elementary School Teachers |
| DOI: | 10.1080/10573569.2018.1548952 |
| ISSN: | 1057-3569 |
| Abstract: | Reading motivation declines across elementary school. Although a substantive body of empirical work exists specific to the reading motivation of older children, researchers have paid less attention to younger readers. Given that children's perceptions of school experiences shape motivation, and motivation impacts achievement, it is imperative that experts address this gap. This qualitative case study probed 3 primary-age boys' perceptions of the benefits and costs associated with involvement in a school-sponsored camp guided reading intervention. I considered students' perceptions alongside adult reports of behavioral engagement to infer how the intervention influenced each camper's developing reading motivation. Despite sharing perceived benefits of involvement in the intervention, 2 boys indicated that the cost of boredom due to teacher-selected texts would heavily influence their future decisions to participate in similar activities. Findings suggest that educators and researchers should sincerely consider students' perceived benefits and costs of program involvement when designing and modifying reading interventions. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1221081 |
| Database: | ERIC |
| Abstract: | Reading motivation declines across elementary school. Although a substantive body of empirical work exists specific to the reading motivation of older children, researchers have paid less attention to younger readers. Given that children's perceptions of school experiences shape motivation, and motivation impacts achievement, it is imperative that experts address this gap. This qualitative case study probed 3 primary-age boys' perceptions of the benefits and costs associated with involvement in a school-sponsored camp guided reading intervention. I considered students' perceptions alongside adult reports of behavioral engagement to infer how the intervention influenced each camper's developing reading motivation. Despite sharing perceived benefits of involvement in the intervention, 2 boys indicated that the cost of boredom due to teacher-selected texts would heavily influence their future decisions to participate in similar activities. Findings suggest that educators and researchers should sincerely consider students' perceived benefits and costs of program involvement when designing and modifying reading interventions. |
|---|---|
| ISSN: | 1057-3569 |
| DOI: | 10.1080/10573569.2018.1548952 |
