“Re-Valuing” Reading: Assessing Attitude and Providing Appropriate Reading Support

Strickland, Kathleen; Walker, Amy

doi:10.1080/10573560490489955

Cited by 4 publications

(3 citation statements)

References 4 publications

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“…Research on sighted students has clearly shown that students who are exposed to rich literacy experiences in the home demonstrate academic success in school. (Galindo & Sheldon, 2012;Oxford & Lee, 2011;Sticht, 2011;Strickland & Walker, 2004). Although the findings of this study showed a relationship between parents' knowledge of braille and students' level of success in academic pursuits, further investigation is needed.…”

Section: Discussionmentioning

confidence: 78%

Parents’ Perspectives on Braille Literacy: Results from the ABC Braille Study

Kamei-Hannan

Sacks²

2012

Journal of Visual Impairment & Blindness

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Introduction Parents who were the primary caretakers of children in the Alphabetic and Contracted Braille Study (ABC Braille Study) revealed their perspectives about braille literacy. Methods A 30-item questionnaire was constructed by the ABC Braille research team, and researchers conducted telephone interviews with 31 parents who were the primary caregivers of children in the ABC Braille Study. The questions investigated how often the parents read to their children, whether print or braille books were available at home, what their primary goals were for their children, and whether they knew braille. The data were analyzed using descriptive statistics. Demographic information was also gathered and analyzed. Last, the parents were separated into two groups on the basis of the students’ achievement, and data on the parents of the high-achieving students were compared with data on the parents of the low-achieving students. Results The data from the interviews showed that the participants often read to their children and provided them with some braille books. The primary goals of the parents were that their children learn to read and write braille, and the parents indicated that braille would be the primary medium throughout their children's lives. Although many parents knew at least the braille alphabet (20 of the 31 participants), only 3 of the 31 indicated that they know contracted braille. The findings revealed a slight relationship between the parents’ level of education and the children's reading performance. Discussion The participants placed a high value on supporting literacy at home by reading to their children, learning some braille, and providing their children with books. However, the availability of braille books at home was limited in comparison to the availability of print books, and the participants’ knowledge of contracted braille was limited. Implications for Practitioners The involvement of parents is critical to promoting positive literacy experiences at home. Teachers of students with visual impairments are regarded as the primary support persons who provide resources for parents of children who are learning braille, including resources for learning braille and braille materials for use at home.

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Section: Discussionmentioning

confidence: 78%

Parents’ Perspectives on Braille Literacy: Results from the ABC Braille Study

Kamei-Hannan

Sacks²

2012

Journal of Visual Impairment & Blindness

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“…For many struggling readers in the early grades, low expectations coupled with instruction that focuses on ''the basics'' through repetition and rote memorization are standard instruction. When students spend more time on isolated skills instruction and extensive repetition, the result is disengagement and frustration (Allington & Cunningham, 2002;Reutzel & Smith, 2004;K. Strickland & Walker, 2004).…”

Section: Review Of the Related Literaturementioning

confidence: 98%

Resistance, Engagement, and Understanding: A Profile of a Struggling Emergent Reader Responding to Read-Alouds in a Kindergarten Classroom

Wiseman

2012

Reading & Writing Quarterly

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Although an abundance of research exists regarding reading achievement gaps with minority students, and it is widely accepted that experiences in the early grades can be foundational to future success, there is a need for more research on what constitutes effective literacy practices for struggling African American emergent readers. The purpose of this article is to describe the complexity of an African American kindergarten student's responses to interactive read-alouds. Drawing on data from a 9-month research project in an urban public kindergarten classroom, this case study describes how an emergent reader, who was identified by his teacher as struggling with both literacy development and motivation, was highly engaged during the daily interactive read-alouds. The researcher used qualitative research methods, and data analysis occurred in 3 phases: (a) descriptive analysis of the classroom context, (b) analysis of emergent themes, and (c) categorical analysis of comprehension levels. Overall, the findings show that classroom read-alouds of children's picture books are a positive aspect of reading instruction because the discussion that occurs can influence and affect children's development of comprehension strategies as well as their self-perceptions as readers.

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“…Teachers need to learn about their students' attitudes toward reading, motivation to read, likes and dislikes, family background, academics, and literacy goals. in order to help a child grow and develop as a reader a teacher should learn about how a student feels about reading and him/herself as a reader (Strickland & Walker, 2004). This can be done through a written survey, or a simple interview where the teacher sits down and has a conversation with the student.…”

Section: What Can Teachers Do? Get To Know Your Studentsmentioning

confidence: 99%

How Can Teachers Motivate Reluctant Readers

Lehman

2015

GJL

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Motivating students to read is an important aspect of being an elementary reading teacher. Five second graders and their teacher were involved in the original work that this article is based on. Through classroom observations and one-on-one interviews, this research showed the importance of motivating reluctant readers. This article focuses on one student (Ben) in particular and his struggles with reading motivation. Through this lens of motivating reluctant readers, this article proceeds to share ideas of how classroom teachers can motivate reluctant readers in the classroom setting. Teachers can do a variety of things to motivate theirstudents to read. One of the first things teachers need to do is get to know their students. Teachers also need to utilize a variety of motivating reading experiences to help motivate students as well as create an engaging and open literacy environment. A final way teachers can motivate their students to read is to implement motivating and relevant classroom activities. Utilizing these ideas to motivate readers will hopefully work to create lifelong learners.

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“Re-Valuing” Reading: Assessing Attitude and Providing Appropriate Reading Support

Cited by 4 publications

References 4 publications

Parents’ Perspectives on Braille Literacy: Results from the ABC Braille Study

Parents’ Perspectives on Braille Literacy: Results from the ABC Braille Study

Resistance, Engagement, and Understanding: A Profile of a Struggling Emergent Reader Responding to Read-Alouds in a Kindergarten Classroom

How Can Teachers Motivate Reluctant Readers

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