Date of Award

7-2-1993

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education, Health & Behavior Studies

Abstract

Self-selection of literature, one of the foundations of whole language philosophy, has received increased attention in recent years. It was the intent of this study to examine questions related to the practice of allowing students in a sixth grade classroom to select their own reading material in a literature-based reading program. The books, authors, and genre selected by the students in the study were identified. In addition, the difficulty level of material selected, the selection techniques used by students, and influences upon the book selections were also studied.The study was conducted in a self-contained, sixth grade classroom with fourteen students. The study ran from September through January. Qualitative methods and procedures were used to collect and analyze the data. Participant observations and interviews were the primary data collection techniques employed. A constant comparative analysis approach was used to analyze the data.Through the course of the study the students selected 286 books and completed 200. As a genre, contemporary realism was by far the most popular type of literature selected and read by the students. Students selected books that ranged from the second grade level through the twelfth grade level. Books at the sixth grade level of difficulty were selected most often. The below average readers in this study tended to select books above their instructional reading level while the average to above average readers selected books below their instructional reading level. All but one of the students read a minimum of one selection above their estimated reading achievement level.Students used a variety of book selection techniques. The most popular technique was to read the summary of the book. Students' book selections were influenced in many ways. Many times, multiple factors were involved. Most often, the final decision to read a particular book was based on their own personal preference and interest in the selection. Other than their own preference for a book, peer recommendations were very important to this group of students. They made recommendations during sharing periods, through private conversations, and through dialogue journals. Teachers, parents, and siblings were other people who influenced their selections.

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