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dc.contributor.supervisor Bryan, Gregory (Curriculum, Teaching and Learning) en
dc.contributor.author Threadkell, Jessica Erin
dc.date.accessioned 2010-08-23T20:25:06Z
dc.date.available 2010-08-23T20:25:06Z
dc.date.issued 2010-08-23T20:25:06Z
dc.identifier.uri http://hdl.handle.net/1993/4066
dc.description.abstract This study examined the differences between students’ perceptions of teacher-assigned and self-selected literature. Five students from the same grade 8 classroom participated in the study, which consisted of reading either an assigned or self-selected text and participating in semi-structured interviews. The interview transcripts were analyzed and coded according to categories designated by the researcher. Findings indicate that these students were more motivated to read when permitted to select their own texts. Students also seemed to gain a greater understanding of content when reading self-selected material. However, the study participants also spoke positively about certain teacher-assigned books, indicating that quality reading materials with high-interest content may take priority over choice. Recommendations for educators include sharing with students their motivations behind reading assignments, and ensuring that classroom libraries are well stocked with a wide selection of texts. en
dc.format.extent 668715 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US
dc.rights info:eu-repo/semantics/openAccess
dc.subject reading en
dc.subject adolescent en
dc.title Seeking new perspectives on self-selected and teacher-assigned texts: exploring adolescent readers’ experiences en
dc.type info:eu-repo/semantics/masterThesis
dc.degree.discipline Curriculum, Teaching and Learning en
dc.contributor.examiningcommittee Smith, Karen E. (Curriculum, Teaching and Learning) Freeze, Donald Richard (Educational Administration, Foundations and Psychology) en
dc.degree.level Master of Education (M.Ed.) en
dc.description.note October 2010 en


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