ERIC Number: EJ933250
Record Type: Journal
Publication Date: 2011-Jul
Abstractor: As Provided
Reference Count: 20
An Early Reader Two Decades Later: A Follow-Up Case Study on the Metacognitive Reading Strategies of "Jan"
Brenna, Beverley A.
Literacy, v45 n2 p55-61 July 2011
This is a follow-up study regarding one of the early readers whose metacognitive reading strategies were explored in my 1991 qualitative case study research, published in "Reading", 29 (2), 30-33. Unique factors in the original study involve the inclusion of young children as informants related to self, task and text. Six-year-old "Jan" is now almost 26, and a semi-structured interview method was used to examine effects the previous study may have had on her development as well as her current preferences regarding reading strategies, comparing her profile to that of her past reading self. In addition, the contemporary qualitative study explores conclusions regarding the reading process that might assist educators in the teaching of reading as well as facilitate further research with young children. Results of this follow-up study support involving young children as informants regarding their literacy events and imply the need for further research regarding adult readers, related to further understandings of the reading process and best educational practice.
Descriptors: Reading, Reading Strategies, Young Children, Educational Practices, Interviews, Reading Processes, Followup Studies, Teaching Methods, Metacognition, Case Studies, Teachers, Reading Instruction, Literacy
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Publication Type: Journal Articles; Reports - Research
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