Amanda Filiatrault Literacy Department St. John Fisher

STUDENTS’ VIEWS AS READERS 1

Students’ Perception of Themselves as Readers

Amanda Filiatrault

Literacy Department

St. John Fisher College, Rochester New York

August 2008

Students’ views as readers

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Table of Contents

Abstract ............................................................................................................................... 3

Introduction......................................................................................................................... 4

Theoretical Framework....................................................................................................... 5

Students’ perception of themselves as readers.................................................................. 11

Teachers’ perception of their students as readers ......................................................... 14

Motivational influences on students perception of themselves as readers ............... 15

Gender influences on students perception of themselves as readers ............................ 17

Methodology..................................................................................................................... 18

Limitations ........................................................................................................................ 19

Findings............................................................................................................................. 20

Conclusion ........................................................................................................................ 29

References......................................................................................................................... 30

Appendices........................................................................................................................ 33


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Abstract

This paper researches students’ perceptions of themselves as readers, what

impacts these perceptions, and how it affects a child’s motivation to read. The problem

being addressed is how students’ self-esteem can affect their perception of themselves as

readers in turn affecting their motivation for reading. Questionnaires and interviews were

conducted with students and teachers as a means of data collection in order to gain a

better perspective of how teachers perceive their students as readers, how students

perceive themselves as readers, and what can affect a students’ motivation for reading. .

Findings indicate most students have a positive self-image of themselves as a reader

while reading in school and at home. They enjoy reading in school because they have

access to a variety of texts and genres, but when given the choice would prefer to

participate in activities other than reading.


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Introduction The way students perceive themselves as a reader is important for their success as

a reader. These perceptions can be influenced by self-esteem, which in turn is affected

by interaction with teachers, classmates, and family, eventually impacting their

motivation for reading. It is important to know how these perceptions affect students as

readers and discover alternative teaching techniques; ways to motivate students, as well

as things teachers and parents can do to improve the ways in which they present reading

to their students and children. Currently there are various views about the characteristics

good readers demonstrate (Ulanoff, Quiocho, Roche, & Yaegle, 2000). Some of the

characteristics that good readers exhibit are uses prior knowledge to help construct

meaning from the text, provides many plausible responses to questions about the text,

varies reading strategies to fit the text and the reading situation, asks good questions

about the text, and exhibits a positive attitude toward reading. Students across the

country are given reading assessments that indicate their strengths and weaknesses and

thus label them as either “good” or “poor” readers. There exists a relationship between

children’s perceptions of personal reading ability and actual reading achievement.

It is important that educators and parents are aware that children are easily influenced by

the world around them and should build self-esteem, in turn building motivation for

reading.


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Theoretical Framework Literacy is primarily something people do; it is an activity, located in the space

between thought and text. Literacy does not just reside in people’s heads as a set of skills

to be learned, and it does not just reside on paper, captured as texts to be analyzed. Like

all human activity, literacy is essentially social, and it is located in the interaction

between people (Larson & Marsh, 2005). Literacy is a social process that involves

experiencing and interacting with people and books in a specific environment. New

skills are acquired within a certain context and are shaped through social interaction.

Because of the social interaction an individual may have with a specific group, “the

individual’s literacy behaviors or performances express the literacy practices of the

various social groups of which the individual is a member” (Rogers, 2002). As language

is learned and created, meanings are expressed and are used to act in their world.

According to Gee (2001), when children are born, they arrive in a world of pre-

existing literacy activities. Early literacy acquisition is a subconscious activity that

children are involved in and children acquire literacy through interaction with his or her

environment (Gee, 2001). Much of which people encounter in life involves a mixture of

learning and acquisition (Gee, 2001). However, the balance between the two can vary

depending on the situation, culture, and how far along in the process an individual may

be (Gee, 2001). For most people literacy is “mastered through acquisition, not learning,

and it requires exposure to models in natural, meaningful, and functional settings” (Gee,

2001).


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Many foundational theories are utilized in order to inform emerging definitions of

literacy. Sociocultural theory defines the child as an active member of a constantly

changing community of learners in which knowledge constructs and is constructed by a

larger cultural system (Larson & Marsh, 2005). The communities in which children

belong and the members of the community children socialize with influences their

knowledge of literacy. According to psychological theory, “all knowledge is implicitly

or explicitly culturally coded. Because we operate within a variety of social contexts and

assume a variety of social roles or identities, our lives are permeated and influenced by

cultural markings. In fact, it is not impossible to think, act, and mean independent of

culture. Literacy is a social process and it is acquired through the people that are

encountered on a day to day basis. All aspects of culture influence our knowledge of

literacy, meaning and interpretations of text, and how literacy is acquired” (Kucer, 2005).

One’s cultural identity can also influence the literacy practices we participate in.

According to Ferdman (1990), our social identity consists of the totality of the various

groups we are members. Identity is dynamic and is constructed on a daily and ongoing

basis as an individual encounters the world (McDermott, 1995). Identities and their

corresponding behaviors are not predertermined but rather are actively constructed in

social relationships (Buckingham & Sefton-Green, 1994). According to McCarthey

(2001), one’s identity can be related to the social practice of literacy because the

environment, culture, and people with whom an individual interacts with all influence

one’s language and literacy practices as well as shape one’s identity. Children acquire

new ways of thinking and behaving through social interaction which, in turn, influences


7

their identities (McCarthey, 2001). These new ways of thinking can also influence the

ways in which students perceive themselves as readers (McCarthey, 2001).

Children’s use of primary and secondary discourses also influences the

development of their identity. Discourse is the language that individuals utilize on a

daily basis and is often referred to as a sort of “ ‘identity kit' which comes complete with

the appropriate costume and instructions on how to act, talk, and often write, so as to take

on a particular role that others will recognize" (Gee, 2001). According to Gee, there are

two types of discourses in which people can associate themselves with, primary and

secondary discourses or Big D and little d. Within each discourse there are common

identities, beliefs, and ways of thinking, feeling, and being that help to shape and define

one’s membership to a particular discourse community. The different social groups that a

person associates themselves with can influence the kinds of literacy activities he or she

participates in. The literacy behaviors or performances express the literacy practices of

the various social groups of which the individual is a member (Rogers, 2002).

Student motivation also influences students’ perception of themselves as readers.

Self-determination theory (SDT) is a macro-theory of human motivation concerned with

the development and functioning of personality within social contexts (Deci, E. L., &

Ryan, R. M. 1985).. The theory focuses on the degree to which people endorse their

actions at the highest level of reflection and engage in the actions with a full sense of

choice (Deci, E. L., & Ryan, R. M. 1985). Motivation is defined as the internal and

external forces and influences that drive an individual to achieving certain goals

(dictionary.com, April 13, 2008). The environment in which students are surrounded and

the people and activities they interact with can all influence their motivation to be


8

successful. The classroom environment can also play a role in students’ motivation with

literacy activities. Classroom cultures help children to construct an understanding about

the nature of literacy, the values of literate activity, and how to interact with other

individuals in literate activities. Through participation in these interactions, individual

students construct a sense of self as readers, writers, and thinkers within the culture of

each particular classroom (Johnston, 1992). These constructions are salient to students'

development of motivation for literacy learning. Heath’s (1982) study also demonstrates

that the ways of words of parents and care givers, through story book reading and early

acculturation to school norms, to a large extent determines and facilitates early literacy

acquisition as well as students motivation to participate in literacy activities. Oral

language is typified by story book reading and interactions with teachers, parents, and

care givers, children learn valuable cultural norms such as gender roles, book reading

behavior, and valuing book reading as an important literacy event (Meier, 2003). In

many communities, for example the Trackton community (Heath, 2001), people turn

from written to spoken uses of language and vice versa as the occasion demands and the

two language modes tend to reinforce and supplement each other.

All children bring to school rich linguistic abilities that are acquired through

social interaction in their homes and communities (Meier, 2003). “Children from every

linguistic community learn to use language in ways that are highly complex and that

provide a strong linguistic foundation for teachers to build on in literacy instruction”

(Meier, 2003). Our culture can influence our identity as well as the literacy practices we

participate in. According to Mishler (1999), Bakhtin (1981), and Anzaldua (1999),

identity is an organization of sub-identities that refer to a certain community or


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organization that may conflict or support one another. One’s identity can also be related

to the social practice of literacy because the environment, culture, and people with whom

an individual interacts with all influence one’s language and literacy practices as well as

shape one’s identity. Because an individuals identity is so embedded in their social,

cultural, and historical contexts (Erikson, 1968), the ways in which individuals view

reading and writing practices are closely connected to cultural views of literacy (Faigley,

Cherry, Jolliffe, & Skinner, 1985). Children acquire new ways of thinking and behaving

through identifying him or herself with a particular culture and ethnic group (Ferdman,

1990) which, in turn, influences their views of literacy and their identities.

Language can also play a key role in the development of one’s identity.

According to Gee (2001), language and identity are linked. Language is more than a set

of rules for communication, but an “ ‘identity kit' which comes complete with the

appropriate costume and instructions on how to act, talk, and often write, so as to take on

a particular role that others will recognize" (Gee, 2001). There are two types of

discourses in which people can associate themselves with, primary and secondary

discourses or Big D and little d. Primary discourses are learned initially within the home

and association with family, while secondary discourses are learned from being involved

with many social groups and institutions (Gee, 2001). Within each discourse there are

common identities, beliefs, and ways of thinking, feeling, and being that help to shape

and define one’s membership to a particular discourse community (Gee, 2001).

Student motivation can also influence students’ perception of themselves as

readers. According to Deci and Ryan (1985) motivation is the degree to which human

behaviors are volitional or self-determined - that is, the degree to which people endorse


10

their actions at the highest level of reflection and engage in the actions with a full sense

of choice. The environment in which students are surrounded and the people and

activities they interact with can all influence their motivation to be successful. The

classroom environment can also play a role in students’ motivation with literacy activities

(Johnston, 1992). Classroom cultures help children to construct an understanding about

the nature of literacy, the values of literate activity, and how to interact with other

individuals in literate activities (Johnston, 1992). Through participation in these

interactions, individual students construct a sense of self as readers, writers, and thinkers

within the culture of each particular classroom (Johnston, 1992). These constructions are

salient to students' development of motivation for literacy learning.

Children immerse themselves in several different kinds of texts. These texts often

influence the child’s perception of themselves as readers. The definition of text can vary

from researcher to researcher and from person to person. Text can be defined as

containing qualities of both speech and writing (Voida, Newstetter, & Mynatt, 2002), and

text can also be defined as “sets of potential meanings and signifying practices adhering

for readers and writers in both local and larger discourse communities” (Neilsen,1998).

By considering literacy as a social practice, the cultural, social, and historical contexts

that children are associated with can influence their definition of what text is (Hull &

Schultz, 2001) as well as influence who they are as a reader.

When thinking about what a reader is, many things come to mind. To some

students, readers are people who use many reading strategies to aid them during reading

activities such as inferencing, making connections, visualizing, and asking questions

(Johnson, 2005). Readers are also people who read at a good pace, with a lot of


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expression, and comprehend what they have read (Johnson, 2005). The way reading and

readers are portrayed in children’s literature can also influence ideas of what it means to

be a reader. One study researched images in literature of what it meant to be a reader.

These images ranged from extremely reluctant readers who fought with their parents and

teachers about having to read, to children who loved to read and could not live without

books (Serafini, 2004). In several of the books studied, readers were portrayed as

stubborn children who defied their parents’ request to read and presumably did not know

what was good for them (Serafini, 2004). These images of what a reader is could have a

profound effect on children and how they perceive themselves as readers.

Students’ perception of themselves as readers

Currently there are various views about the characteristics good readers

demonstrate (Ulanoff, Quiocho, Roche, & Yaegle, 2000). Some of the characteristics

that good readers exhibit are using prior knowledge to help construct meaning from the

text, providing many plausible responses to questions about the text, varying reading

strategies to fit the text and the reading situation, asking good questions about the text,

and exhibiting a positive attitude toward reading. Students across the country are given

reading assessments that indicate their strengths and weaknesses and thus label them as

either “good” or “poor” readers. Because of these assessments, children are defining

themselves as readers based on reading level, strategy use, and the types of genres they

enjoy reading (Pierce, 1999).

Self-esteem can also influence the ways in which students’ perceive themselves as

readers. Children with low self-esteem perceive themselves to be poor readers and may

choose not to read (Ulanoff, Quiocho, Roche, and Yaegle, 2000). Students’ with high


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self-esteem, however, have a different view of themselves as readers. They perceive

themselves to be good readers and choose to read more often than their peers with low

self-esteem. The confidence children exhibit can depend upon the social connections that

develop within a school setting and can influence the ways that children define and

position themselves as readers.

Although many definitions of self-esteem have been advanced, they are often

contradictory in nature (Scott, G.C; Murray, G.C; Mertens, C, and Dustin, E.R (1996).

Frequently, self-esteem is viewed as a component of a more inclusive construct, typically

labeled self-concept or self perception (Beane & Lipka, 1980; Calhoun & Morse, 1977;

Dickstein, 1977; Rosenberg, 1979). Self-concept is viewed as the aspects of one's self-

image that are basically descriptive and nonjudgmental, whereas self-esteem is construed

as those aspects or attitudes that are classified as self-evaluative (Scott, G.C; Murray,

G.C; Mertens, C, and Dustin, E.R (1996).

When children enter school, there self-concept is already substantially formed,

primarily through the influence of family (Purkey, 1970). Although nothing impacts the

development of a child’s self-esteem as significantly as the family (Brookover, 1965;

Coopersmith, 1967; & Thomas, 1966), the impact of the school environment cannot be

overlooked. According to Hoge, Smit, and Hanson (1990), it is a combination of school

factors, family, and innate intelligence that appears to be an essential ingredient to

increasing students’ self-esteem during the academic years. Amundson (1991) reported,

in an analysis of data from the National Center for Self-esteem, that as students get older,

their self-esteem diminishes. Stipek (1984) posited that children enter school expecting to

be successful and feeling good about themselves and are not particularly concerned about


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achievement outcomes. Over time, however, they learn to care about grades and come to

have negative beliefs about the likelihood of their experiencing success. These changes

are attributed, in part, to the manner in which children process feedback about their

performance as their cognitive development continues. More important, however, they

come to accept the emphasis on external evaluation for achievement that is common in

school systems (Stipek, 1988). Thus, both academically and interpersonally, students'

self-esteem is affected daily by evaluations not only from school personnel but also from

peers and family members. Because of the multitude of academic and social roles that

students assume, they must constantly evaluate and reevaluate their knowledge and skills

and compare them to those of others (Scott, G.C; Murray, G.C; Mertens, C, and Dustin,

E.R (1996).

Children’s perceptions of themselves as readers gives insight into their

understanding of the world of literacy as well as their sense of identity and who they are

as a user of literacy (Kauffman, 2006). When children recognize how books can open

doors to new ideas and help them understand themselves and other people (Kauffman,

2001), they begin to gain confidence in themselves as readers and take interest in reading

books they may not otherwise. Children’s use of primary and secondary discourses also

influences the development of their identity. Discourse is the language that individuals

utilize on a daily basis and is often referred to as a sort of “ ‘identity kit' which comes

complete with the appropriate costume and instructions on how to act, talk, and often

write, so as to take on a particular role that others will recognize" (Gee, 2001).

According to Gee, there are two types of discourses in which people can associate

themselves with, primary and secondary discourses or Big D and little d. Within each


14

discourse there are common identities, beliefs, and ways of thinking, feeling, and being

that help to shape and define one’s membership to a particular discourse community.

Teachers’ perception of their students as readers

Literacy experiences in school can also affect students’ attitudes. In a U.S.

survey, McKenna, Kear, and Ellsworth (1995) found that as children progress through

elementary school, their attitudes towards recreational and academic reading tend to

become more negative and are the most negative for students who have the most

difficulty reading. Teachers and the classroom community play an integral part in

promoting a positive attitude toward reading (Alexander and Filler, 1976). Teachers

must be conscious about their body language, tone of voice and facial expressions with

regard to reading and literacy activities because “positive teachers create enthusiastic

readers” (Cosgrove, 2003). Both the classroom environment and the teachers own

attitude towards reading can either enhance or reduce students’ attitudes toward reading

(Cosgrove, 2003).

Since children learn from the behaviors that teacher’s exhibit, it is important to set

aside time during the school day where teachers and students can all read for pleasure.

Recreational reading programs such as Silent Sustained Reading (SSR) and DEAR Time

(Drop Everything And Read) are some of the more common approaches used in schools

to demonstrate to students the joy of reading. The common element of both programs is

that each encourages students to select their own reading materials and read at their own

pace for recreational purposes during the school day (Lee-Daniels & Murray, 2000). Both

programs have also yielded similar data which indicate a positive effect on students’

attitudes toward reading when combined with a regular program of reading instruction


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(Moore, Jone, & Miller, 1980). It is also important for teaching practices to “focus on

making literacy personally meaningful for students by drawing upon their interests and

experiences” (McCarthey, 2001).

Motivational influences on students perception of themselves as readers

Not only do teachers’ perceptions have an effect on their students as readers, these

perceptions also effect the motivation of students to participate in literacy activities

(Sweet & Gunthrie, 1994; Baker & Wigfield, 1999). Generally speaking, children with a

positive attitude are more motivated to read, on the other hand, students with negative

attitude are less likely to read (Baker & Wigfield, 1999). According to Alexander and

Filler (1976), children’s attitudes toward reading are defined generally as their feelings

about reading. These feelings about reading should influence how much individuals

involve themselves in reading’, thus attitudes about reading should relate to individuals’

motivation to read (Alexander & Filler, 1976). Instilling positive attitudes towards

reading is just as fundamental as teaching decoding skills and comprehension strategies

(Cosgrove, 2003). According to Wilson and Hall (1972), a positive attitude is “essential

for mastery of the printed page, yet this aspect of the reading process has generally not

received the attention it deserves unlike word attack skills, comprehensions skills, and

study skills.

Many students also need to have a purpose for reading, if they feel there is no

purpose; they are not going to engage in the activity. Teachers are constantly advocating

for the importance and the value of reading (Cosgrove, 2003). According to Huey

(1908), “the child does not want to learn reading as a mechanical tool. He [or she] must

have a personal hunger for what is read.” More recently, Graves and Juel, (1998) wrote:


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“Can you imagine reading something without a purpose for doing so? …

Why do you pick up the evening newspaper? Why do you read that novel

before bedtime? Purpose is what motivates us, helps us focus our

attention, or gives us a goal of something tangible to work towards... We

read because somewhere in that combination of symbols is something we

need or want- information, escape, excitement, knowledge, or whatever

else or purpose may be (p. 228).

It is so important for students to see and understand the purpose for reading before

they will engage in literacy activities and enjoy those that they participate in.

Students’ motivation, identity, attitude, and membership in a particular discourse

community can all impact how they perceive themselves as readers. The environment in

which students are surrounded and the people and activities they interact with can all

influence their motivation to be successful. Through participation in activities and

interaction with others, individuals can construct a sense of their identity. According to

McCarthey (2001), one’s identity can be related to the social practice of literacy because

the environment, culture, and people with whom an individual interacts with all influence

one’s language and literacy practices as well as shape one’s identity. A person’s identity

is also influenced by the community in which they associate themselves with as well as

the language they utilize. According to Gee (2001), discourse or language serves as a

sort of “identity kit” which contains common beliefs, identities, and ways of thinking,

feeling, and being that help to shape and define one’s membership to a particular

discourse community. All of these factors can play a role in the types of literacy

activities an individual chooses to participate in based on the multitude of social


17

interactions one encounters in a lifetime. These experiences are also key in shaping the

ways in which an individual views him or herself as a reader.

Gender influences on students perception of themselves as readers

Some studies have also indicated that students’ perception of themselves as

readers may be gender based. Generally, reading is perceived to be a female activity

(McKenna, 1997; Pottorff, Phelps-Zientarski, & Skovera, 1996); however, perceptions

are not the same when comparing males and females perception of themselves. Analysis

of findings have revealed that boys tend to view themselves as better readers significantly

more often than girls perceive themselves to be (Pottorff, Phelps-Zientarski, & Skovera,

1996). Similarly, teachers’ expectations and perceptions of boys are lower than their

perceptions towards girls in reading (Pottorff, Phelps-Zientarski, & Skovera, 1996).

More often than not, year end achievement tests in reading reflect the teachers’

perception of their students with regard to reading (Pottorff, Phelps-Zientarski, &

Skovera, 1996). In many cases, teachers did not expect the boys in their classrooms to

perform as well as the girls (Pottorff, Phelps-Zientarski, & Skovera, 1996). It is

important for parents, teachers, and society to be aware that children are easily influenced

by the world around them. An understanding should be promoted to all that reading is

not a gender-based activity, and that everyone participates in literacy behaviors. Perhaps

if this were the case, boys and girls would have better perceptions of themselves as

readers.


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Methodology The research paradigm I positioned myself as well as my research was the

interpretivist paradigm (Sipe & Constable, 1996). Researchers who associate themselves

within the interpretivist paradigm are subjective and the researcher tries to understand the

world in which they are studying (Sipe & Constable, 1996). In this case, I was trying to

understand the world of a student reader and what may impact this world. There are also

many truths or many different ways of looking at things in the interpretivist paradigm

(Sipe & Constable, 1996). There are many factors influencing a students’ perception of

him or herself as a reader; therefore, there are many truths to this research and ways of

analyzing the findings. The interpretivst paradigm was the most appropriate for my

question because I was working in an environment in which I am very familiar, the

school setting, and I was researching from different perspectives. My research could also

be positioned within the critical theory paradigm because I will be examining the struggle

between students’ perceptions of themselves as readers as well as teachers’ perceptions of

their students as readers (Sipe & Constable, 1996).

Questionnaires and interviews were used as methods of data collection. Interviews

were conducted in order to gain a better perspective of how teachers perceive their

students as readers and if these perceptions in any way influence the ways in which they

treat their students. The interviews with the teachers were conducted during either a free

period or in an after school session. The interview with students helped me to gain a

better understanding of how students perceive themselves as readers and whether or not

the results contradict with their teachers’ views. The interviews with the students’ were

conducted during class time in an environment that the student felt comfortable, such as


19

their classroom. A student questionnaire was also used in order to help me understand if

students enjoy reading, when they read, if they think they are a good reader, and if they

enjoy reading in school. All of these methods helped me gain a better understanding of

how students perceive themselves as readers, teachers perceptions of their students as

readers, and how each of these factors motivate students to read.

Limitations This study took place in four third grade classrooms in one suburban elementary

school. I did not observe the teachers interactions with their students during reading time

in class or students reactions to tasks they had to complete during this time. I also only

interviewed 2 out of the 4 teachers; none of which were surveyed, and only 14 out of

approximately 80 students were interviewed and surveyed. Additionally, parents were

not interviewed or surveyed. Certainly, a richer picture of the students’ literacy

experiences, at home and in school, would result in a more in-depth picture of their

perception of themselves as readers, what affects these perceptions, and what motivates

them to read. Furthermore, considering the time of year in which the research was being

conducted limited the amount of data that was collected. Another factor that could have

placed limitations on the research was the acting principal in the elementary school

required the interview questions be sent home with the students for parents to review. In

this case, despite my attempts to encourage parents not to share any of the interview

questions with their child, I have no way of knowing if in fact the students had no prior

knowledge of the questions being asked, in turn, affecting the answers they provided me

during our interview sessions.


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Findings The data of a small scale study of third grade students seems to suggest that most

students have a positive self-image of themselves as readers and enjoy reading at home

and in school. Of the fourteen students surveyed, 43% of the population felt very

confident in themselves as readers (see figure 1).

Figure 1: Students ranking of themselves as readers scored on a 1-5 scale.

Do you think you are a good reader?

3

21%

4

36%

5

43%

1

2

3

4

5

Students’ self-esteem can significantly impact the ways in which a child may view him or

herself as a reader (Ulanoff, Quiocho, Roche, and Yaegle, 2000). Children with low self-

esteem tend to view themselves as poor readers and children with high self-esteem have a

more positive self-image of themselves as a reader and tend to enjoy reading more often

than their peers with lower self-esteem (Ulanoff, Quiocho, Roche, and Yaegle, 2000).

The results regarding students’ perceptions of themselves as readers may indicate they

have high self-esteem and therefore perceive themselves to be good readers.


21

Students’ influences at home and at school can also influence how students view

themselves as readers. According to Purkey (1970), Brookover (1965); Coopersmith

(1967) & Thomas (1966), nothing impacts the development of a child’s self-esteem as

significantly as the family; however, the social connections established within a school

setting are also a considerable influence in the development of a positive self-image. The

number of students who view themselves as good readers may also suggest that they have

developed strong familial and academic bonds that provides them with the confidence

they need to feel good about themselves as readers.

Based on the findings from the questionnaires, an interview protocol was

developed in order to determine more specifics regarding students perceptions of

themselves as readers and what children believe makes a person a good reader. Data

gathered from the interviews suggests that half the students interviewed viewed

themselves as good readers because they read a lot of books. Children’s perceptions of

themselves as readers gives insight into their understanding of the world of literacy as

well as their sense of identity and who they are as a user of literacy (Kauffman, 2006).

When children recognize how books can open doors to new ideas and help them

understand themselves and other people (Kauffman, 2001), they begin to gain confidence

in themselves as readers and take interest in reading books they may not otherwise. The

interviews indicate that students have a love for the world of literacy and immerse

themselves in a variety of different books and therefore they conceive this to be a reason

why they are good readers. The children understand that books are a way for them to

learn about the world around them and they begin to gain a sense of who they are as a

reader.


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Twenty five percent of the students interviewed regard themselves as good

readers because they use great expression and twenty five percent of the students

interviewed perceive themselves to be good readers because they do not make a lot of

mistakes while reading. One student in particular stated that “when I read in my mind, I

don’t mess up reading normally.” In some cases, students become so engrossed with

reading the written text that they forget to let “the words come to life in their head”

(Braccio, 2006). In these situations, they begin to stumble over words and become more

and more frustrated with their ability to read and in turn, may see themselves as poor

readers, when in fact they may not be at all. Every child has his or her strengths and

weaknesses in reading and it is important for them to understand that it is acceptable for

people to make mistakes and when this happens to draw upon their knowledge of

strategies to help them when they are having difficulties reading. Two of the students

interviewed commented on strategies they utilize when they struggle with words while

reading. One student stated that he or she “looks around the word to see if there’s context

clues” and another student commented that he or she “might go back and look at the page

and read it again”.

Literacy experiences in school can also affect their attitudes towards reading.

Teachers and the classroom community play an integral part in promoting a positive

attitude toward reading (Alexander and Filler, 1976). According to the data gathered

from interviews, students stated they enjoyed reading in school because they have access

to a wide variety of books. According to McCarthey (2001) it is extremely important for

teaching practices to “focus on making literacy personally meaningful for students by

drawing upon their interests and experiences”. All four teachers interviewed stated that


23

at the beginning of the year they conduct interest surveys with their students in order to

gain a better understanding of what their students enjoy so they can implement these

interests into the reading curriculum. This could be evidence of why students enjoy their

reading experiences in school because their teachers pay close attention to their needs and

their interests and make these experiences personally meaningful.

Overall, the initial findings indicate that most students have a positive self image

of themselves as readers and for various reasons. Students also enjoy reading at school

and the causes for this may be the experiences that have had at home and in an academic

setting.

Theme 2

During the interview I felt it was important to know when the students enjoy

reading the most. This was significant information to gather because in previous

questions asked students replied that they enjoyed reading in school, however, I wanted

to know if this was there favorite time to read. All of the students interviewed reported

their favorite time to read was at night. Three out of the eight students interviewed stated

they enjoyed reading at night because it “makes you tired and you fall asleep easier”.

One student reported that he or she enjoyed reading at night because they were alone and

there was less noise. I found it interesting that none of the students’ favorite time to read

was at school, although all of them do enjoy reading in an academic setting.

Students must feel motivated to read and they also need a purpose for why they

are participating in the activity. Teachers are constantly stressing the importance and

value of reading to their students, but students also need to feel that there is a purpose for

doing so. According to Huey (1908), “the child does not want to learn reading as a


24

mechanical tool. He [or she] must have a personal hunger for what is read.” Purpose is

going to motivate students, whether it is for acquiring new knowledge, escape, or

excitement; students need to feel the importance of the activity before they are going to

participate in and enjoy what it is they are doing.

The results from the interviews may indicate that students are not as motivated to

read in school as they are at home because at home children may feel they have more of a

purpose for reading. This may suggest why students enjoy reading at night because they

are in a relaxed atmosphere and they can ‘escape’ from the day into another world. They

may also feel less pressure to read well and they can concentrate on reading for pleasure

instead of feeling as if they are being forced to read something they have little to no

interest in.

The data gathered has suggested that most of the students interviewed enjoy

reading in school; however, the question needing to be answered is whether or not these

students enjoy completing work book pages and worksheets based on what they have

read. Of the fourteen students surveyed, only 8% take pleasure in completing worksheets

(see Figure 2).

Figure 2: Students rank how they feel about completing work book pages and

worksheets after reading


25

How students feel about completing work book pages and

worksheets

8%

23%

38%

23%

8%

1

2

3

4

5

8% of the students surveyed also suggested they despise this type of activity. Since many

students require a purpose be set for the activities they participate in, many may not

understand the benefit of these activities. It is important for teachers to stress to their

students the importance of everything they participate in while at school, including why

they have to complete workbook pages. Teachers and the classroom community play an

integral part in promoting a positive attitude toward reading (Alexander and Filler, 1976).

Teachers must be conscious about their body language, tone of voice and facial

expressions with regard to reading and literacy activities because “positive teachers

create enthusiastic readers” (Cosgrove, 2003). Both the classroom environment and the

teachers own attitude towards reading can either enhance or reduce students’ attitudes

toward reading (Cosgrove, 2003).

Based on the data gathered from interviews and questionnaires, I found that most

of the students do enjoy spending their free time reading (see Figure 3). I felt it was

equally important to know whether or not students enjoy reading during summer vacation

since many have a significant amount of free time on their hands and are always looking


26

for something to keep themselves busy. The statistics show an even split between

students who thoroughly enjoy reading during summer vacation and those who despise

reading during this time.

Figure 3

Percentage of students who enjoy spending their free time

reading

31%

8%

38%

15%

8%

1

2

3

4

5

Figure 4

Percentage of students who enjoy reading during summer

vaction

21%

7%

14%37%

21%

1

2

3

4

5

Theme 3


27

While reading in school, students may be asked to read aloud, whether it is whole

group reading or guided reading groups. Often time’s students may come to a word and

struggle with how to pronounce it or may mispronounce the word and the teacher, or

fellow classmates, will correct the student. The data gathered from questionnaires seems

to suggest that of the fourteen students surveyed, 29% do not like to be corrected by a

teacher while reading and 36% of the students feel it is okay (see Figure 5).

Figure 5

Percentage of students who do or do not like being corrected

by a teacher while reading

29%

7%

21%

36%

7%

1

2

3

4

5


28

A reason for these feelings may be related to students’ self-esteem. Students learn

to care about grades and come to have negative beliefs about the likelihood of their

experiencing success. These changes are attributed, in part, to the manner in which

children process feedback about their performance as their cognitive development

continues. More important, however, they come to accept the emphasis on external

evaluation for achievement that is common in school systems (Stipek, 1988). On a daily

basis, students’ self-esteem, academically and interpersonally, can be affected not only

from their teachers, but from their peers and family as well. It is important for teachers

and parents to model for students that it is okay to make mistakes while reading and

teach them strategies they can draw from when then encounter difficulties while reading.

Students given the questionnaires were also asked about their feelings when it

is time for reading in class, either whole group or guided reading instruction. It was

interesting to discover that of the fourteen students surveyed, 80% looked forward to

reading (see Figure 6), yet many of them do not like being corrected while reading.

Figure 6

How students feel when it is time for reading in school

7%

13%

0%

40%

40%

1

2

3

4

5


29

Conclusion

The most obvious characteristic of students’ perception of themselves as readers

is that a majority of the students have a positive self-image of themselves as readers,

partly influenced by the world around them. From the time school starts through the end

of the year, their teachers are instilling a love of reading in their students. The teachers

share with their students what books interest them and why and encourage them to read a

variety of genres and texts. Teachers also found out what interests their students and

incorporated these findings into the curriculum in order to gain the attention of all their

students. Despite all of the wonderful things that happen in the classroom, it is just as

important to share these strategies with the parents/guardians so the same things that are

happening in school, occur at home.


30

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process of composing. Norwood, NJ: Ablex. Ferdman, B.M. (1990). Literacy and cultural identity. Harvard Education Review, 60, 181-203. Gee, J (2001). Literacy, Discourse, and Linguistics: Introduction and What is Literacy?.


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Appendices Appendices A- Teacher Interview Questions

1. Define what you think a reader is?

2. How do you motivate your students to read?

3. How do you incorporate your students’ interests into reading lessons?

4. Do you talk with your students about their feelings regarding reading? If

so, what do you with the information?

5. How do you perceive your students as readers?

6. Do you think your perceptions of your students as readers influence the

ways in which you grade him or her?

7. Do you show your students that you enjoy reading?

8. What percentage of your students are good readers? Average? Poor?

9. Do your students have preferences for favorite topics or authors? Do you

try to implement these into daily reading?

10. Are your students easily distracted while reading? What strategies do you

use to get them back on track?


34

Appendices B- Student Interview Questions

1. How often do you read?

2. Do you like reading by yourself or with an adult?

3. Define what you think makes a good reader?

4. When is your favorite time to read? Why?

5. Do you like reading in school? Why or why not?

6. Do you like reading for fun? Why or why not?

7. Do you like the books you read in school?

8. Do you like the books that are read to you?

9. Do you enjoy reading to learn new things?

10. Is it important to be a good reader? Why or why not?

11. Do you like hearing from your teacher that you are a good reader? Why or

why not?

12. Do you like hearing from your classmates that you are a good reader?

Why or why not?

13. Do you read because you have to or because you want to?

14. If your teacher discusses something interesting, would you read more

about it?

15. How do you become a good reader?

16. What kinds of books or magazines do you like to read? Why?


35

Appendices C- Student Questionnaire Questions

1. Do you think you are a good reader?

1 2 3 4 5

2. Do you like to read?

1 2 3 4 5

3. How do you feel when you read a book in school?

1 2 3 4 5

4. How do you feel about reading for fun?

1 2 3 4 5

5. How do you feel about reading different kinds of books?

1 2 3 4 5

6. How do you feel when a teacher asks you questions about what you read?

1 2 3 4 5

7. How do you feel about getting a book as a present?

1 2 3 4 5


36

8. How do you feel about spending free time reading?

1 2 3 4 5

9. How do you feel about starting a new book?

1 2 3 4 5

10. How do you feel about reading during summer vacation?

1 2 3 4 5

11. How do you feel about reading instead of playing?

1 2 3 4 5

12. How do you feel about going to a bookstore?

1 2 3 4 5

13. How do you feel about doing reading work book pages and worksheets?

1 2 3 4 5

14. How do you feel about reading your school books?

1 2 3 4 5

15. How do you feel about learning from a book?

1 2 3 4 5


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16. How do you feel when it’s time for reading in class?

1 2 3 4 5

17. How do you feel when you read out loud in school?

1 2 3 4 5

18. How do you feel about the stories you read in school?

1 2 3 4 5

19. How do you feel when a teacher corrects you while you are reading?

1 2 3 4 5

Documents

Amanda Filiatrault Literacy Department St. John Fisher