I examined the form and substance of Molly's engagement in reading as she read and responded to familiar and unfamiliar texts, with friends and by herself. I collected data through participant observation in the classroom and the Symbolic Representation Interview (SRI; Edmiston (Enciso) 1990), a research method that asks the reader to create and manipulate paper cutouts representing him‐ or herself and story characters. Data analysis showed that Molly used a wide range of engagement strategies when reading her favorite story among her peers and during the SRI. In contrast, when she read unfamiliar texts on her own or in the context of the SRI, she struggled to create and sustain similar engagement strategies. Despite her flat reading of unfamiliar stories, she was able to recall her engaged reading experiences and recognize herself as a reader within them.
"ens of thousands of teachers and millions of students now take part in student-centered literature circles, also called book clubs or literature study groups, and the research on this phenomenon is on the rise (Daniels, 2002). Studies have shown that when students are involved in authentic conversation about literature, they are more engaged in their reading (Alpert, 1987; Enciso, 1996), and they take more risks (Eeds & Wells, 1989). "
[Show abstract][Hide abstract] ABSTRACT: In this research, we present case studies of three Anglo American preservice teachers - Clara, Luke, & Varla - as they worked with children of color and/or poverty - Sam, Reggie, and Lucinda - over the course of a semester. In a university class entitled the Literacy/Social Studies Block, we asked the preservice teachers to look within to explore their own literary backgrounds in a reading-autobiography assignment. And we encouraged them to look about as they read and discussed literature with diverse children in the Child as Teacher Project. Here we argue that the combination of autobiographical accounts with reflective field experiences helps preservice teachers reconsider their life stories in reading in order to build bridges of literacy to and with children.
Journal of Literacy Research 12/2000; 32(4):533-569. DOI:10.1080/10862960009548095 · 0.71 Impact Factor
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