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dc.contributor.advisorWright, Mary
dc.contributor.authorLindh, Britta
dc.date.accessioned2021-03-04T22:30:48Z
dc.date.available2021-03-04T22:30:48Z
dc.date.issued2019
dc.identifier.urihttp://digital.library.wisc.edu/1793/81406
dc.descriptionM.S.E., Reading Specialisten_US
dc.description.abstractMotivation and engagement are influential factors in reading achievement. This action research aims to identify the relationship between booktalks and the motivation to read, as well as the influence of booktalks on genuine engagement in a fourth grade classroom. Building on existing research pertaining to literacy and reading development, as well as research on effective booktalk methodology, this study expands on solid pedagogical ideals. Booktalks, which are essentially short book commercials, were conducted in the fourth grade classroom daily for a duration of six weeks. Through the use of surveys, interviews, observations, and field notes, data was collected and analyzed, and findings were compiled. The implications of this study are multifaceted, and are important to the literacy education community as a whole. Research indicated that for the majority of students, booktalks positively influenced at least one aspect of reading motivation and engagement. Based on the results of the action research, it is recommended that booktalks become a practice in fourth grade classrooms. This practice promotes reading motivation and engagement, in turn improving overall reading achievement. Further research is needed to expand on and corroborate these findings.en_US
dc.language.isoen_USen_US
dc.titleThe Relationship Between Booktalks and Fourth Graders' Reading Motivation and Engagementen_US
dc.typeWorking Paperen_US


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