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Making reading relevant using Hawaiʻi place-based literature as a reading strategy with reluctant readers
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|Title:||Making reading relevant using Hawaiʻi place-based literature as a reading strategy with reluctant readers|
|Authors:||Gomes, Lorna Mae|
|Date Issued:||Aug 2014|
|Publisher:||[Honolulu] : [University of Hawaii at Manoa], [August 2014]|
|Abstract:||Reading for children is nourishment for the mind. Reading is as basic a skill as walking or running. But just like walking or running, reading must be practiced in order to achieve a level of proficiency. Too many times children are not allowed to read stories in school that they find relevant to their own lives. Because of this, some students become reluctant readers. What if children were allowed to read stories that they could relate to in their own life? Would this alone make them want to read more for pleasure? What are some other reasons that make a child a reluctant reader? In this study I used Hawaiʻi place-based stories as a reading strategy to see the effect it had on three reluctant readers. Through the use of a survey, an interview, and classroom observations, I studied what happens when children were allowed to choose their own literature and engage with text through multiple strategies.|
This work is significant because there is little research done with elementary students using Hawaiʻi place-based literature as a relevant source of reading material. On this journey, my hope was to achieve positive results with my students using this reading strategy. I believe I did achieve good results by using place-based literature and also incorporating a reading artifact into this project. These two strategies allowed them to be less reluctant when reading for pleasure.
I also discovered that having a trusting relationship with your students helped them to know that you care about making them successful in their learning.
|Description:||D.Ed. University of Hawaii at Manoa 2014.|
Includes bibliographical references.
|Rights:||All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|Appears in Collections:||
Ed.D. - Professional Practice|
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