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Grounded Theory for Creating Adolesc...

Tacy, Cheryl Melissa.

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Grounded Theory for Creating Adolescent Readers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Grounded Theory for Creating Adolescent Readers./
作者:	Tacy, Cheryl Melissa.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	244 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10288686
ISBN:	9780355097726

Grounded Theory for Creating Adolescent Readers.
Tacy, Cheryl Melissa.

Grounded Theory for Creating Adolescent Readers. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 244 p.

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ed.D.)--Liberty University, 2017.

The purpose of this qualitative grounded theory study was to discover the impact on adolescent reading motivation as students were given an opportunity to select recreational reading material and read consistently during class time. This study also explored the motivational impact of student engagement from dialogue with peers about their reading content to help students gain a clearer understanding of their reading. Research data were collected from public high school students in grades 9--12 who were enrolled in an elective class or 11th or 12th grade English courses and provided feedback about exposing students to a variety of options for self-selected reading, class time to read, and class discussion for improved understanding of texts. Data were collected using triangulation from silent reading observations, peer discussion transcripts, student journals written after discussions, and final interview transcripts. Analysis of data was conducted using a constant comparison of identified themes. A systematic design aided in coding of categories found from data through open coding, axial coding, and selective coding. The results have provided data for generating a theory about increasing reading motivation. The theory presented as the core phenomenon suggests that students should have access to a wide variety of interesting reading content to increase motivation to read. Students attribute their reading interests to self-selection of the material along with time to read and discuss with peers in class. This theory is presented for future research study and current application in public classrooms to elicit increased reading engagement from students.

ISBN: 9780355097726Subjects--Topical Terms:

516579
Education.

Grounded Theory for Creating Adolescent Readers.
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