Transactions among early reading development and individual and environmental conditions: a case study Public Deposited
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- Last Modified
- March 22, 2019
- Affiliation: School of Education
- The purpose of this study is to examine the transactions among a first-grade struggling reader's reading abilities, reading-related cognitions, reading motivation, classroom behavior, and her individual and classroom reading instruction. In addition, I examined whether the transactions vary over time within the context of the Rural Early Literacy Initiative. Using a case study methodology, I analyzed observations of individual and classroom instruction, interviews of the teacher and student, assessments of the student's reading abilities, and teacher questionnaires. This study provides early evidence of the complex, reciprocal relationships that exist across multiple child and instructional domains related to reading. Within the child's system, I observed transactions among reading instructional level, all reading sub-processes, reading motivation (particularly reading self-efficacy and reading involvement), and classroom behavior (particularly distractibility, independence, and task orientation) for one first-grade African-American girl. Most striking, her reading instructional level, reading sub-processes, and reading motivation reciprocally interrelated to one another, as mediated by reading practice. I also observed the ways in which her reading abilities and motivation affected her classroom behavior and witnessed suggestive evidence that this relationship was bidirectional. Individual reading instruction that was matched to the student's instructional needs displayed clear transactions across the child system. To a less observable degree, I also saw ways in which classroom instruction transacted with individual instruction as well as the child system. The most notable instructional influence, the teacher-student relationship, exerted a strong reciprocal influence on reading sub-processes and instructional level, reading motivation, classroom behavior, and individual and classroom instruction, mainly via the dramatic increase in positive instructional and emotional exchanges between the student and teacher. The transactional variations over the course of the study belong to one of three types of systems: a dysfunctional system, then a rapidly self-correcting system, and finally a selfsustaining system.
- Date of publication
- May 2007
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- In Copyright
- Fitzgerald, Jill
- Open access
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|Transactions among early reading development and individual and environmental conditions : a case study||2019-04-12||Public||