NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1137947
Record Type: Journal
Publication Date: 2017-Mar-20
Pages: 22
Abstractor: As Provided
ISSN: EISSN-1099-839X
Engaging Reluctant Readers in a French Immersion Classroom
Capina, Amanda Borton; Bryan, Gregory
Current Issues in Education, v20 n1 Mar 2017
Reading engagement is like a puzzle consisting of many pieces to emplace for successful engagement to occur. The author, a French Immersion teacher/researcher, found that many of her grade one reluctant readers--those students who could read but chose not to--approached reading with some pieces of the puzzle. They had strategies and knowledge but lacked motivation to engage in reading. This led to the question: How do reluctant readers in my classroom respond to practices designed to increase their motivation to read? This study is qualitative-oriented action research. The author fulfilled the dual role of teacher and researcher as she introduced and taught seven classroom practices to see which ones helped the reluctant readers to increase their motivation to read. By applying multiple data collection methods the teacher/researcher set out to record what reluctant readers had to say about each of the classroom practices.
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A