This study is concerned with the flow experience of students while involved in independent reading. Based on Csikszentmihalyi\u27s theory of flow, this experience is one of total engagement to the point of immersion involving deep concentration; enjoyment; and a loss of a sense of time, place, and self.
This is a quan\u3eQual study, which began with a quantitative measurement to determine a criterion sampling, followed by the primary research method, a transcendental phenomenology of flow during voluntary, independent reading. This primary research method was used due to the lack of research available on flow in the field of literacy for purposes of expansion on flow theory in this domain and a better understanding of the antecedents, indicators, and consequences of flow in reading. Quantitative methodology was utilized to obtain the criterion sampling through the Flow State Scale (FSS). This quantitative score was qualitized (Tashakkori & Teddlie, 1998, p. 126), which is to transform quantitative data into qualitative, in order to compare the results of the FSS with the qualitative results (meaning units) to provide complementarity, development, and trustworthiness.
Twenty-three high school freshmen students participated in this integrated mixed methods study. One adult likewise participated by taking the online FSS to illuminate some of the freshmen participants\u27 answers.
The study found three themes as antecedents of flow (interest, isolation, and social literacy contracts); one main theme indicating flow (telepresence) with four subdimensions (vision, empathy, transformation of time, and concentration); and three themes (reading comprehension, enjoyment, and creativity) related to consequences. Detail
