Elementary students continue to read below proficiency levels. Principals play a key role in the reading programs at their school. The purpose of this study was to identify perceptions of selected elementary principals and teachers regarding the principal's role in the development, implementation, and continuation of an effective series reading program. Through this study, factors contributing to the success or failure of the principal's role in a series reading program were suggested. A qualitative research design was used with semi-structured interviews to determine the perceptions of principals and teachers regarding the role of the principal in the development, implementation, and continuation of a series reading program. Principals and teachers were interviewed from elementary schools in Alabama and Nevada. The findings from the research provide principals and division leaders a compendium of strategies and themes to be used to implement and continue a successful series reading program. The findings suggest that principals empower and motivate teachers and staff to implement new and continue existing reading programs by modeling it themselves, that principals allocate funding for series reading books to add to the collection of books at the school, and that a principal's literacy background and personal experiences influence the effectiveness of a series reading program. Principals and teachers that indicated reading books in a series was beneficial to struggling readers and students new to learning English (L2), and that the series reading program promoted adult-student relationships supportive of increased reading volume. Implications for school leaders and principals are shared as well as suggestions for future research. / Doctor of Education / The purpose of the study was to identify perceptions of selected elementary principals and teachers regarding the role of the principal in the development, implementation, and continuation of an effective series reading program. Through this study, factors contributing to the success or failure of the principal's role in a series reading program were suggested. Principals and teachers were interviewed from elementary schools in Alabama and Nevada. The findings suggest that principals empower and motivate teachers and staff to implement new and continue existing reading programs by modeling it themselves, that principals allocate funding for series reading books to add to the collection of books at the school, and that a principal's literacy background and personal experiences influence a series reading program. Principals and teachers indicated that reading books in a series was beneficial to struggling readers and students new to learning English (L2), and that the series reading program promoted adult-student relationships supportive of increased reading volume. Implications for school leaders and principals are shared as well as suggestions for future research.

The interaction between parent, child and book during story-book reading is considered as one of the fundamental instruments required for children to acquire the important elements needed to learn how to read. Parents of grade one children are unsure of their new role in the reading development of their children because their children enter a new phase in their literacy development and reading becomes the centre of their learning activities. The main aim of this research is to compare and describe how parents of grade one children without learning disabilities and parents of children with learning disabilities, perceive their children’s participation in home reading activities. Thirty biological parents or legal guardians of grade one children without learning disabilities and ten of grade one children with learning disabilities were used to complete a questionnaire. The results indicated that although children without learning disabilities and children with learning disabilities have similar exposure to home literacy activities, children without learning disabilities become more fluent and efficient readers than their peers with learning disabilities. Children without learning disabilities prefer to be actively involved in the story-book reading act with their parents, whereas children with learning disabilities tend to be more passive and they prefer to engage less in reading activities due to their reading difficulties. The study highlights the importance of story-book reading for grade one children in both groups, as well as independent reading of story-books by these children. Suggestions for further research are provided. / Dissertation (MA (Augmentative and Alternative Communication))--University of Pretoria, 2008. / Centre for Augmentative and Alternative Communication (CAAC) / MA / Unrestricted

According to a survey, the majority of fourth grade students in 2005 did not choose reading as a preferred activity for entertainment (Guthrie, McRae, & Klauda, 2007). Adolescents are increasingly resistant to reading and seldom list it as a pleasurable activity. Interestingly, research shows that students who enjoy reading more do better academically (Gambrell, 2011). Accordingly, as a teacher I seek to increase students' reading for pleasure. To give space in my curriculum for students to do this and for me to support them, I used Sustained Silent Reading (SSR), a practice where students are given time to read a text of their choosing during class time. Adhering to LaBoskey's (2004) criteria for self-studies, I conducted a self-study of teacher practices. There were two rounds of field notes with critical friend commentary that allowed me to identify types of readers and types of responses. To present my findings, I developed vignettes to capture my field notes about types of readers and I identified field notes that captured general and specific responses to readers for which I provided exemplar on my findings. I also attended to trustworthiness. This study explored what I as a teacher know and learned about increasing my students' engagement with reading for pleasure during SSR time. By categorizing my students' habits and charting my responses and interventions, I was able to understand what practices to use to encourage students to read for pleasure according to their characteristics.

Temos aktualumas. Globalizacijos pokyčiai visuomenėje, nuolatinė informacijos ir mokslo plėtra, ugdymosi paradigmos, nuolatinio mokymosi koncepcijos tendencijos sąlygoja naują požiūrį į savarankišką skaitymą ir jaunesniojo mokyklinio amžiaus vaikų, kaip savarankiškų skaitytojų, ugdymo procesą, kurio samprata atskleidžiama mokytojo edukacinės-vadybinės veiklos kontekste. Tyrimo objektas – jaunesniojo mokyklinio amžiaus vaikų, kaip savarankiškų skaitytojų, ugdymas mokytojo edukacinės-vadybinės veiklos kontekste. Tikslas – teoriškai ir empiriškai pagrįsti jaunesniojo mokyklinio amžiaus vaikų, kaip savarankiškų skaitytojų, ugdymo procesą mokytojo edukacinės-vadybinės veiklos kontekste. Tyrimo metodai: teoriniai (mokslinės literatūros analizė ir interpretacija); empiriniai (pusiau standartizuotas interviu, standartizuotas interviu, dokumentų turinio (content) analizė); empiriniai (dažnių analizė). Tyrimo imtis ir organizavimas. Kokybiniame tyrime dalyvavo 15 IV klasę lankančių vaikų (10-11 metų amžiaus) bei 16 pradinių klasių mokytojų. Iš viso apklaustas 31 informantas. Interviu metu gauti duomenys padėjo atskleisti vaikų ir mokytojų nuomones nagrinėjamų problemų atžvilgiu. Po to organizuota savarankiškų skaitytojų ugdymą reglamentuojančių Pradinio ir pagrindinio ugdymo bendrųjų programų (2008) turinio analizė. Pirmajame skyriuje atskleista skaitymo sąvokos multidiscipliniškumo esmė, skaitymo reikšmė jaunesniojo mokyklinio amžiaus vaikams, savarankiškų skaitytojų ugdymo proceso... [toliau žr. visą tekstą] / Subject relevance. Globalization-driven changes in society, continuous development of information and science, education paradigms, tendencies of continuous learning conception determine a new attitude towards independent reading and the education process of junior school children, as independent readers, the conception of which is disclosed within the context of educational-management activities of a teacher. Research object – education of junior school children, as independent readers, within the context of educational-management activities of a teacher. Aim – to substantiate the education process of junior school children, as independent readers, within the context of educational-management activities of a teacher theoretically and empirically. Research methods: theoretical (analysis and interpretation of scientific readings); empirical (semi-standard interview, standard interview, analysis of document content); empirical (frequency analysis). Research scope and organization. 15 children attending Form 4 (10-11 years old) and 16 primary school teachers have participated in the qualitative research. 31 informants were interviewed altogether. Data obtained during the interviews helped to reveal the opinions of children and teachers in respect of the problems under the research. Then analysis of content of Basic Primary and Basic Education Programmes (2008) regulating education of independent readers has been organized. The first chapter reveals the essence of... [to full text]

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För att elever ska öka sin läsförmåga är det centralt att de får läsa mycket samt att de får undervisning och stöd när de ska bearbeta en text. På grund av att alla elever inte får tid till att läsa förlorar de som inte läser delar av sin läsförmåga. Syftet med studien är att utifrån den sociokulturella teorin undersöka hur elever uppfattar den enskilda läsningen i klassrummet. Studien utgår från en fenomenografisk ansats och semistrukturerade intervjuer har använts för att samla in det empiriska materialet. Totalt har tolv elever i årskurs 3 deltagit. När intervjuerna hade genomförts transkriberades de och sedan analyserades de utifrån en tematisk analys i sex olika steg. Resultatet visar att eleverna främst har en positiv inställning till enskild läsning, dock hade de önskat att få välja bok mer fritt. Det har framkommit i föreliggande studie att det finns både för- och nackdelar med det. Eleverna i studien berättar om viktiga aspekter som de behöver när det kommer till enskild läsning, dessa är: val av bok, lärarens stöd, tid till enskild läsning och efterarbete. Detta framkom i analysen av resultatet. / In order for students to increase their reading ability, it is central that they read a lot and that they receive instruction and support when they have to process a text. Since that not all students get time to read, those who do not read lose parts of their reading ability. The aim of the study is to examine, from the sociocultural lense, how students perceive individual reading in the classroom. The study is based on a phenomenographic approach and semi-structured interviews have been used to collect the empirical material. A total of twelve students in year 3 have participated. When the interviews were completed, they were transcribed and then analyzed based on a thematic analysis in six different steps. The results show that the students mainly have a positive attitude towards individual reading, however they would have liked to be able to choose a book more freely. It has emerged that there are both pros and cons to it. The students in the study talk about important aspects that they need when it comes to individual reading, these are: choice of book, teacher's support, time for individual reading and post-work. This emerged in the analysis of the results.

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A basic premise of the investigation is that the acquisition and exercise of advanced reading skills are essential for effective adolescent learning. For the benefits of reading to accrue maximally, learners should continue to read avidly during leisure and long after basic reading instruction, traditionally the domain of the primary school, has ceased. The purpose of this study is to investigate factors that influence the voluntary reading of some South African adolescents, specifically at an age when they undergo emotional, intellectual, social and physical changes which influence their behaviour, habits and choices. The research problem focuses on the transition from primary to secondary school, since extant literature shows that numerous factors influence adolescents’ reading habits during this phase, sometimes resulting in declining voluntary reading. Parameters for the investigation are set by the theoretical framework, centring on four domains that highlight the research problem, namely adolescence, literature, literacy and voluntary reading. Facets of these domains are explored, specifically motivation, qualitative change and the influence of home, school and community. Vygotsky’s theories on adolescent development underscore the research, as well as research on intrinsic and extrinsic motivation since, axiomatically, reading strategies develop optimally with high motivation. Stage-environmental fit theories - applied to motivation, self-efficacy or reading development - assert that learners have different sets of psychological, cognitive and psychosocial needs at different developmental levels, and unless these needs are met, academic achievement, appreciation for learning and effective reading development can decline. The often critical transition from primary to secondary school can result in a variety of lifestyle changes, and periodicity theories support the pattern and scaffolding of these transformational factors. Merging the relevant domains with developmental theories creates a matrix of Piagetian cognitive stratification. Chall’s model of developmental reading stages crafts an epistemological foundation and further refines constructivist principles developed by Vygotsky. Together they form a network explaining factors of transitional change that influence adolescents’ voluntary reading activities. The study’s methodology is delineated and followed by a description of the qualitative research design, data collection, data analysis strategies and ethical considerations. The course of the inquiry is refined in a closer focus on three domains and an explanation of the research instruments. The strengths and limitations of the study are discussed, as well as issues of reliability, validity, authenticity and generalisability. The empirical results are extrapolated from face-to-face interviews with ten respondents and their views generate the findings after a four-tiered analysis of the interview transcripts. Themes and conclusions are couched in three domains of the theoretical framework in an endeavour to address the research problem. The final chapter offers a synthesis by interweaving the theoretical outline and empirical findings. A hypothesis opening future avenues for investigation is identified, namely the factor of the internalisation of speech on reading in general and voluntary reading in particular. Two significant findings indicate that developmental stage theories effectively describe the transitional nature of the reading experiences of Grade Eight learners, and that intrinsic motivation, mastery learning and self-efficacy views play central roles in the continuation of voluntary reading. / Thesis (PhD (Learning Support, Guidance and Counselling))--University of Pretoria, 2006. / Educational Psychology / unrestricted

För att ge alla elever möjlighet att läsa enskilt är det av stor vikt att den enskilda läsningen är ett inplanerat moment i undervisningen. Genom enskild läsning får eleverna möjlighet att utveckla sin läsförmåga, vilket bland annat innebär utveckling av avkodning, läsförståelse och läsflyt. Det är lärarna som ansvarar för den enskilda läsningen som sker i undervisningen och därför avser studien att bidra med kunskap om hur enskild läsning planeras, tillämpas och följs upp i undervisningen. Studien tar utgångspunkt i ett sociokulturellt perspektiv eftersom läsning sker i ett sammanhang och eleverna utvecklas efter sin förmåga. Det sociokulturella perspektivet beskriver även vikten av att använda språket som ett redskap och att utveckling sker ständigt. Syftet med studien är att bidra med kunskap om hur legitimerade lärare i årskurs 2 planerar och tillämpar enskild läsning i undervisningen för att utveckla elevers läsförmåga. En kvalitativ undersökningsmetod har använts i form av semistrukturerade intervjuer med fem lärare i årskurs 2. Intervjuerna som har genomförts transkriberades och sedan analyserades transkriberingarna utifrån en tematisk analysmetod. Resultatet visade att lärarna tillämpar enskild läsning i undervisningen, men att den inte får så mycket tid. Det framkom även att lärarnas betydelse är av stor vikt på olika sätt. Den enskilda läsningen följs upp i undervisningen med olika tester och mätmaterial samt att eleverna blir lyssnade till när de läser. Resultatet visade även att den enskilda läsningen planeras in i undervisningen men på olika sätt, det varierar i hur länge och hur många gånger i veckan eleverna får läsa. / In order to give all students the opportunity to read individually, it is of great importance that individual reading is a planned part in the classroom. Through individual reading, the students have the opportunity to develop their reading ability, which, among other things, means the development of decoding, reading comprehension and reading fluency. It is the teachers who are responsible for the individual reading that takes place in the classroom and therefore the study intends to contribute with knowledge about how individual reading is planned, applied and followed up in the classroom. The study is based on a socio-cultural perspective because reading takes place in a context and students develops according to one's ability. The socio-cultural perspective also describes the importance of using language as a tool and that development takes place constantly. The aim of the study is to contribute knowledge about how certified teachers in grade 2 plan and apply individual reading in teaching to develop students' reading ability. A qualitative research method has been used in the form of semi-structured interviews with five teachers in grade 2. The interviews that have been conducted were transcribed and then the transcriptions were analyzed based on a thematic analysis method. The result showed that the teachers apply individual reading in the classroom, but that it does not get much time. It also emerged that the importance of teachers is of great importance in different ways. The individual reading is followed up in the classroom with various tests and measuring materials and that the students are listened to when they read. The result also showed that the individual reading is planned into the teaching, but in different ways, it varies in how long and how many times a week the students are allowed to read.

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