The Genre of Traditional Literature Influences Student Writing

This article describes a research study exploring the question: What influence will reading and discussing traditional literature have upon students\u27 narrative writing? The setting for the study was a fifth grade classroom that was part of a university laboratory school. Students listened to and discussed Native American folktales and then wrote their own, self-created narrative. Results indicated that students blended elements from the folktales with elements from their own cultures

Revealing Relationships

Literature holds the potential to significantly influence the lives of readers, but what is the nature of this influence for very young readers? This study investigated the question “What are the relationships between beginning readers and their personal literature?” A first-grade class of 18 students individually assembled a collection of personal literature, that is, literature that they chose to read for their own purposes, and shared their literature during presentations to the class. Data collection included observational field notes, multiple forms of literature, audio recordings, and photographs. The data were analyzed using the constant comparative method. The findings indicated four main outcomes: Students’ personal literature is a reflection of who they are as a child within a family structure; students’ personal literature brings them comfort; students’ personal literature is a reflection of their inner desires; and students’ personal literature is selected for their entertainment. The theoretical and practical implications of the study are discussed

Student-described engagement with text: Insights are discovered from fourth graders

This article reports on a research study investigating student-described engagement with selfselected text in a classroom where a core reading program (in the context of this study meaning instruction based primarily on manuals and commercial textbooks) comprised the majority of their literacy instruction. Fourth grade students were invited to characterize their responses to their self-selected reading within focus group discussions. Data instruments included audio taped focus group discussions, student photographs, observational field notes, and students’ literature. Implementing the constant comparative method for data analysis, outcomes were determined and implications for classroom practice suggested

Student-Described Engagement with Text: Insights are Discovered from Fourth Graders

This article reports on a research study investigating student-described engagement with selfselected text in a classroom where a core reading program (in the context of this study meaning instruction based primarily on manuals and commercial textbooks) comprised the majority of their literacy instruction. Fourth grade students were invited to characterize their responses to their self-selected reading within focus group discussions. Data instruments included audio taped focus group discussions, student photographs, observational field notes, and students’ literature. Implementing the constant comparative method for data analysis, outcomes were determined and implications for classroom practice suggested