ERIC Number: ED214103
Record Type: RIE
Publication Date: 1981
Reference Count: 0
The Functions of Reading in Four Elementary Classrooms and Their Effects on Children's Reading Interests.
Blatt, Gloria T.
A longitudinal study examined the classroom environments in which 30 children learned to read. Over the first four years of the study, data were collected on how the children's third, fourth, fifth, and sixth grade teachers taught reading and other subjects, the kinds and numbers of books that the children had available to read, the functions of reading in the classrooms, and the connections made between assigned reading and literature. During the study, the children kept records of what they read and answered questions about how they heard about these books and what they thought of each book. The results showed that teachers were most successful in fostering reading interests when they gave children time to read, used literature to teach reading, or read aloud regularly to their classes. The positive effect of sharing books in class was evident in the children's reports of how they got information about books and in the examination of reading by one child, whose preference for fantasy was first triggered and later fostered by oral readings in successive classes. By calling attention to specific books in one way or another, the teachers were able to establish climates in which reading became a significant activity valued by the social community of the classroom in general. (RL)
Descriptors: Class Activities, Classroom Environment, Content Area Reading, Elementary Education, Elementary School Students, Independent Reading, Literature Appreciation, Longitudinal Studies, Oral Reading, Reading Aloud to Others, Reading Habits, Reading Instruction, Reading Interests, Reading Research, Recreational Reading, Student Motivation, Student Teacher Relationship, Teacher Influence
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A