Date of Award

2013

Document Type

Open Access Thesis

Degree Name

Master of Arts in Education (MAE)

Department

Education

First Advisor

Susan O'Connor

Abstract

The purpose of this study was to discover how stmggling readers view the process of learning to read. The study uses qualitative methods to interview nine students, age eight through twelve, with a series of questions to discover what things they feel is helpful in learning to read. In addition, questions were asked to help identify the social and emotional perspectives of struggling readers. Two parent surveys were returned that supported statements made by their children. The results revealed that eight students preferred to use phonics over any other reading strategy. One student rated sounding out words as his second choice. While all nine students rated their feelings about reading as fairly positive, several of them shared emotional issues related to being behind their peers in reading. Three students also commented that someone influential in their life had inspired them to continue to work hard at leaming to read.

Identifier

SC 11.MAE.2013.Francisco.GL

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