View in EDS

Primary Readers' Perceptions of a Camp Guided Reading Intervention: A Qualitative Case Study of Motivation and Engagement

Saved in:
Bibliographic Details
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 0000-0001-9083-9982)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1221081
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Primary Readers' Perceptions of a Camp Guided Reading Intervention: A Qualitative Case Study of Motivation and Engagement
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Erickson%2C+Joy+Dangora%22">Erickson, Joy Dangora</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9083-9982">0000-0001-9083-9982</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Reading+%26+Writing+Quarterly%22"><i>Reading & Writing Quarterly</i></searchLink>. 2019 35(4):354-373.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2019
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Directed+Reading+Activity%22">Directed Reading Activity</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Motivation%22">Reading Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Males%22">Males</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Material+Selection%22">Reading Material Selection</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Summer+Programs%22">Summer Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Day+Camp+Programs%22">Day Camp Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/10573569.2018.1548952
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1057-3569
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2019
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1221081
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1221081
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/10573569.2018.1548952
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 354
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Directed Reading Activity
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Reading Motivation
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Males
        Type: general
      – SubjectFull: Reading Material Selection
        Type: general
      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: Summer Programs
        Type: general
      – SubjectFull: Day Camp Programs
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
    Titles:
      – TitleFull: Primary Readers' Perceptions of a Camp Guided Reading Intervention: A Qualitative Case Study of Motivation and Engagement
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Erickson, Joy Dangora
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2019
          Identifiers:
            – Type: issn-print
              Value: 1057-3569
          Numbering:
            – Type: volume
              Value: 35
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Reading & Writing Quarterly
              Type: main
ResultId 1