Students' Engagement Towards Reading in Different Instructional Arrangements

Abstract

This phenomenological study investigated the engagement of nine kindergarten students towards reading when in different instructional arrangements. Each student experienced a small group, large group, heterogeneous ability group, homogeneous ability group, title l group, and individual group. Each sh1dent was then interviewed to determine their engagement towards reading when in each instructional arrangement. The data collected resulted in each instructional arrangement yielding high levels of engagement. Technology and learning a skill to gain independence increased the levels of engagement in the students.