How multi-dimensional reading, facilitated by differentiation & choice, motivates young readers: a case-study of a Reading Workshop

For the purpose of this thesis an action research project was undertaken by the author, a primary school teacher, with children in an all-girl’s second class setting aged between seven and eight years old. This experience is documented through a self-study action research methodology. The research examines the implementation of a multi-dimensional reading approach in the form of the Reading Workshop with a focus on differentiation and choice. The objective of this study is to develop the children’s intrinsic motivation to read and to foster a love of reading. The research reports that providing children with a differentiated learning environment affords them the opportunity to experience success in their learning. Furthermore, providing children with choice of reading materials peaks their interest levels. Both elements combined support the development of intrinsic motivation in readers. This study explores the authors’ experience of this research through a social constructivist lens and a self-study action research methodology. Qualitative data was collected in the form of openended participant questionnaires, interviews and a reflective diary over a six-week period. This data was then contextualised using the Charmaz grounded theory method. The study concludes that intrinsic motivation to read can be fostered in a child through the facilitation of differentiation and choice in the classroom, using the Reading Workshop framework

How multi-dimensional reading, facilitated by differentiation & choice, motivates young readers: a case-study of a Reading Workshop

For the purpose of this thesis an action research project was undertaken by the author, a primary school teacher, with children in an all-girl’s second class setting aged between seven and eight years old. This experience is documented through a self-study action research methodology. The research examines the implementation of a multi-dimensional reading approach in the form of the Reading Workshop with a focus on differentiation and choice. The objective of this study is to develop the children’s intrinsic motivation to read and to foster a love of reading. The research reports that providing children with a differentiated learning environment affords them the opportunity to experience success in their learning. Furthermore, providing children with choice of reading materials peaks their interest levels. Both elements combined support the development of intrinsic motivation in readers. This study explores the authors’ experience of this research through a social constructivist lens and a self-study action research methodology. Qualitative data was collected in the form of openended participant questionnaires, interviews and a reflective diary over a six-week period. This data was then contextualised using the Charmaz grounded theory method. The study concludes that intrinsic motivation to read can be fostered in a child through the facilitation of differentiation and choice in the classroom, using the Reading Workshop framework

How multi-dimensional reading, facilitated by differentiation & choice, motivates young readers: a case-study of a Reading Workshop

For the purpose of this thesis an action research project was undertaken by the author, a primary school teacher, with children in an all-girl’s second class setting aged between seven and eight years old. This experience is documented through a self-study action research methodology. The research examines the implementation of a multi-dimensional reading approach in the form of the Reading Workshop with a focus on differentiation and choice. The objective of this study is to develop the children’s intrinsic motivation to read and to foster a love of reading. The research reports that providing children with a differentiated learning environment affords them the opportunity to experience success in their learning. Furthermore, providing children with choice of reading materials peaks their interest levels. Both elements combined support the development of intrinsic motivation in readers. This study explores the authors’ experience of this research through a social constructivist lens and a self-study action research methodology. Qualitative data was collected in the form of openended participant questionnaires, interviews and a reflective diary over a six-week period. This data was then contextualised using the Charmaz grounded theory method. The study concludes that intrinsic motivation to read can be fostered in a child through the facilitation of differentiation and choice in the classroom, using the Reading Workshop framework

How multi-dimensional reading, facilitated by differentiation & choice, motivates young readers: a case-study of a Reading Workshop

For the purpose of this thesis an action research project was undertaken by the author, a primary school teacher, with children in an all-girl’s second class setting aged between seven and eight years old. This experience is documented through a self-study action research methodology. The research examines the implementation of a multi-dimensional reading approach in the form of the Reading Workshop with a focus on differentiation and choice. The objective of this study is to develop the children’s intrinsic motivation to read and to foster a love of reading. The research reports that providing children with a differentiated learning environment affords them the opportunity to experience success in their learning. Furthermore, providing children with choice of reading materials peaks their interest levels. Both elements combined support the development of intrinsic motivation in readers. This study explores the authors’ experience of this research through a social constructivist lens and a self-study action research methodology. Qualitative data was collected in the form of openended participant questionnaires, interviews and a reflective diary over a six-week period. This data was then contextualised using the Charmaz grounded theory method. The study concludes that intrinsic motivation to read can be fostered in a child through the facilitation of differentiation and choice in the classroom, using the Reading Workshop framework