Reading experiences and strategies of reluctant grade 6 and 7 students
Date
1997
Authors
Halfyard, Gregory Allan
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Abstract
This study explores the ways in which reluctant sixth and seventh grade readers experience reading . Five participants included three sixth and two seventh grade students. I observed and collaborated with participants in thirty minute sessions four times per week. The research lasted for three months, from April to June. My focus was in the experiences and habits of reluctant readers, regarding their knowledge of reading strategies. Research questions were as follows: (1) How do reluctant readers approach reading and understand what they read? (2) What strategies are reluctant readers knowledgeable of, and apply before, during and after reading? (3) What strategies can they be taught to extend upon their own? (4) Will participants adopt these strategies during independent reading?
My chosen methodology is a qualitative descriptive case study. Research was conducted in a school with the intent of describing reader behaviours. Data were gathered using multiple instruments such as: interviews, audio and video recordings, group discussions, teacher journal, reader responses, attitude questionnaire and reader self-perception survey. General findings included the following: (1) Reluctant readers entered the study lacking the skills and knowledge required to effectively read various texts and complete reading tasks, (2) Reluctant readers possess a simplistic understanding of some reading strategies, (3) Reading environment and materials are significant factors in the reading experiences of reluctant readers, (4) Teacher-modelled strategies combined with group dialogue about texts can be effective in prompting reluctant readers to incorporate various strategic reading practices in their independent reading, (5) Reluctant readers can increase their knowledge and use of before, during and after reading strategies as a result of intervention.