Stories about Reading in Schools and What they can tell Educators about Teaching Reading
Disciplines
Early Childhood Education | Elementary Education
Abstract (300 words maximum)
This research project titled “Stories about Reading in Schools and What They Can Tell Educators About Teaching Reading” takes a look at the personal and professional experiences of teachers regarding reading and how those experiences influence teaching practices. The research explores how teachers motivate themselves as readers, their reading strategies when faced with difficult texts, and their expectations for students’ reading development. This is done through looking at how personal experiences with reading shape one's attitudes and strategies. The study aims to uncover how a teacher's reading journey influences their approach to supporting and motivating students in the classroom. Additionally, understanding this provides important insights into effective methods of creating a love of reading and engagement among students. Utilizing a quantitative approach, this study conducts in-depth thirty-minute interviews and surveys with teachers, as well as a portraiture methodological framework. This method allows the collection of personal stories and experiences, creating diverse perspectives that influence teaching practices in reading. Although this study is ongoing, we hope to provide insightful information for educators, emphasizing the critical importance of understanding students' reading experiences to strengthen literacy education and effectively support diverse student needs.
Academic department under which the project should be listed
BCOE - Elementary & Early Childhood Education
Primary Investigator (PI) Name
Roberta Gardner
Stories about Reading in Schools and What they can tell Educators about Teaching Reading
This research project titled “Stories about Reading in Schools and What They Can Tell Educators About Teaching Reading” takes a look at the personal and professional experiences of teachers regarding reading and how those experiences influence teaching practices. The research explores how teachers motivate themselves as readers, their reading strategies when faced with difficult texts, and their expectations for students’ reading development. This is done through looking at how personal experiences with reading shape one's attitudes and strategies. The study aims to uncover how a teacher's reading journey influences their approach to supporting and motivating students in the classroom. Additionally, understanding this provides important insights into effective methods of creating a love of reading and engagement among students. Utilizing a quantitative approach, this study conducts in-depth thirty-minute interviews and surveys with teachers, as well as a portraiture methodological framework. This method allows the collection of personal stories and experiences, creating diverse perspectives that influence teaching practices in reading. Although this study is ongoing, we hope to provide insightful information for educators, emphasizing the critical importance of understanding students' reading experiences to strengthen literacy education and effectively support diverse student needs.