Teacher Influence on Book Selection of Third Grade Students

Authors

  • Dr. Sheila Delony Abilene Christian University
  • Katie Hathorn

DOI:

https://doi.org/10.56887/galiteracy.46

Keywords:

independent reading, intrinsic motivation, reading motivation, book selection

Abstract

This study explored the ways that two teachers taught their students to select books for independent reading and the ways the students demonstrated their understanding of those lessons. Two teachers and 12 third-grade students participated in this qualitative, comparative case study. Results suggest that students who learned to select books based on personal interests and to judge the book’s level of difficulty independently demonstrated higher levels of self-efficacy and intrinsic motivation to read. Conversely, students who learned to use external criteria for choosing books demonstrated an external locus of control and relied on external motivation for reading.

Author Biographies

  • Dr. Sheila Delony, Abilene Christian University

    Dr. Sheila Delony ([email protected])  is an Assistant Professor in the Department of Teacher Education at Abilene Christian University. She teaches undergraduate courses in reading education and works with area professional development school partners.

  • Katie Hathorn

    Katie Hathorn is a 2011 graduate of Abilene Christian University. She teaches first grade at Lee Elementary School in Abilene, Texas.

Teacher Influence on Book Selection of Third Grade Students

Downloads

Published

10/30/2012

Issue

Section

Research and Practitioner Articles

How to Cite

Delony, S., & Hathorn, K. (2012). Teacher Influence on Book Selection of Third Grade Students. Georgia Journal of Literacy, 35(1), 24-28. https://doi.org/10.56887/galiteracy.46

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