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ERIC Number: ED554253
Record Type: Non-Journal
Publication Date: 2013
Pages: 78
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-5869-8
Teaching, Communication, and Book Choice Processes
Ryan, Dana Marie
ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin - Madison
Allowing students to select their own books for independent reading has been linked to increased reading engagement, heightened motivation to read, and greater independence and efficacy in reading. However, there has been little exploration of the processes surrounding book choice in elementary classrooms, particularly teaching practices that encourage or discourage students from selecting particular books and the issues of access and the impact of social relationships on students' selections in authentic classroom settings. This thesis presents a series of three connected articles examining issues of teaching, student access, and communication surrounding the independent book choices of students in a fifth grade class. This grounded analysis of interviews, observations, and artifacts obtained over the course of one school year examines three core categories of teaching and three categories of communication in order to develop recommendations drawn from students' experiences to help teachers understand the realities of and obstacles to independent book selections in their classrooms. From this analysis, suggestions for both teachers and researchers are included regarding the newly identified teaching categories of concrete, discreet, and retreat teaching and students' communication about books, including recommending, soliciting, and sharing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A