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Reading and the Boy Crisis : the Effect of Teacher Book Talks, Interactive

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Reading and the Boy Crisis : the Effect of Teacher Book Talks, Interactive The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Doctoral Dissertations Theses, Dissertations, Capstones and Projects 2010 Reading and the boy crisis : the effect of teacher book talks, interactive read-alouds, and students' unrestricted choice of books for independent reading on fifth-grade boys' reading attitude, reading self-efficacy, and amount of reading and fifth-grade teachers' reading beliefs and practices Cheryl Wozniak Follow this and additional works at: https://repository.usfca.edu/diss Recommended Citation Wozniak, Cheryl, "Reading and the boy crisis : the effect of teacher book talks, interactive read-alouds, and students' unrestricted choice of books for independent reading on fifth-grade boys' reading attitude, reading self-efficacy, and amount of reading and fifth- grade teachers' reading beliefs and practices" (2010). Doctoral Dissertations. 391. https://repository.usfca.edu/diss/391 This Dissertation is brought to you for free and open access by the Theses, Dissertations, Capstones and Projects at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. The University of San Francisco READING AND THE BOY CRISIS: THE EFFECT OF TEACHER BOOK TALKS, INTERACTIVE READ-ALOUDS, AND STUDENTS’ UNRESTRICTED CHOICE OF BOOKS FOR INDEPENDENT READING ON FIFTH-GRADE BOYS’ READING ATTITUDE, READING SELF-EFFICACY, AND AMOUNT OF READING AND FIFTH-GRADE TEACHERS’ READING BELIEFS AND PRACTICES A Dissertation Presented to The Faculty of the School of Education Learning and Instruction Department In Partial Fulfillment of the Requirements for the Degree Doctor of Education by Cheryl L. Wozniak San Francisco December 2010 THE UNIVERSITY OF SAN FRANCISCO Dissertation Abstract Reading and the Boy Crisis: The Effect of Teacher Book Talks, Interactive Read-Alouds, and Students’ Unrestricted Choice of Books for Independent Reading on Fifth-Grade Boys’ Reading Attitude, Reading Self-Efficacy, and Amount of Reading and Fifth-Grade Teachers’ Reading Beliefs and Practices Boys, on average, score one and a half years below girls on standardized reading achievement tests from fourth through twelfth grade. Researchers have studied factors in the affective domain of reading to learn more about what may cause this national phenomenon, referred to as the boy crisis. This dissertation contains the results of a mixed-methods study designed to investigate the changes in 14 fifth-grade reluctant boy readers’ reading attitudes, reading self-efficacy, and amount of reading and to explore two fifth-grade teachers’ reading beliefs and practices. A 6-week classroom intervention of teacher book talks, interactive read-alouds, independent reading with unrestricted choice of books, and partner talk was implemented in two fifth-grade classrooms. Three of the six sets of book talks and read-alouds were in genres or text formats of high interest to the reluctant boy readers: graphica, information and sports, and scary/horror/mystery. The Elementary Reading Attitude Survey and Reader Self-Perception Scale were administered before and after the intervention. There was a statistically significant change in the boys’ reading attitudes on all scales on the ERAS and a statistically significant change in reader self-perception on the Progress subscale and Total on the RSPS. ii One-on-one interviews were conducted with the reluctant boy readers before and after the study. The boys had a more positive attitude toward reading, a more positive self-perception as readers, and read more often and for longer amounts of time as a result of the intervention. Access to books of high interest, unrestricted choice of books, time in school for independent reading, and a perceived higher level of reading ability were the reasons given most often for the changes. Both teachers’ reading beliefs and practices changed. The teachers planned to continue the book talks and interactive read-alouds from a variety of genres and text formats, especially those of high interest to boys, and to give students time in school for independent reading without restricting their choice of books. A significant difference was teachers’ positive change in attitude toward utilizing graphica in their classrooms. iii This dissertation, written under the direction of the candidate’s dissertation committee and approved by the members of the committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Doctor of Education. The content and research methodologies presented in this work represent the work of the candidate alone. Cheryl L. Wozniak December 10, 2010 Candidate Date Dissertation Committee Patricia Busk 10 December 2010 Chairperson Yvonne Bui December 10, 2010 Stephen Cary December 10, 2010 iv Dedication This dissertation is dedicated to my mother, Charla Moran Rybczynski, whose life was a model of true perseverance. Even though you are not here with me to say so, Mom, I know you are proud of me. v Acknowledgements Never will I forget the day I met with Dr. Cary in his office to discuss possible paths I could take as a researcher. At the time, I felt overwhelmed with ideas about what I could study and wanted someone to just tell me which study would work best. He listened patiently and commented here and there on my ideas. Finally, he drew a heart in the center of a piece of paper and said to me, “Cheryl, you need to find the heart of what you want to study. And only you can make that decision.” This dissertation represents the very heart and soul of what I wanted to research. These acknowledgements are offered in gratitude to all who helped me reach my goal of earning a doctoral degree. I could not have done it without you. First, I would like to thank my dissertation chairperson, Dr. Patricia Busk. Thank you for knowing the balance between when to use tough love and when to provide gentle encouragement. Thank you for the countless hours you spent reading my drafts and providing feedback. Your attention to detail is impeccable. Thank you, again, for delaying your sabbatical to chair my dissertation. I am honored to have been guided by you and feel blessed to have worked with you. Next, I would like to thank my two committee members, Dr. Yvonne Bui and Dr. Stephen Cary. Dr. Bui, thank you for pushing me to define terms, cite researchers, and clarify ideas that might not be clear to non-reading experts. Your questions and suggestions helped me to produce a better piece of writing. I appreciate all of your contributions to my dissertation as well as your assistance as my advisor. University of San Francisco is lucky to have you. vi Dr. Cary, thank you for being my greatest cheerleader! From my early days of being a student in your Graphic Novels and Comics class through the completion of my published dissertation, you believed I would make an important contribution to the research on graphica in the classroom. I am eternally grateful for your confidence in my abilities. Your knowledge and research in the field of graphica inspired my work. I am proud to join the ranks with you and other graphica researchers and look forward to working alongside you as your colleague and continuing this important research. To my many colleagues and friends in San Lorenzo Unified School District, especially my teaching and coaching partner, Julie Wolfe, thank you for your encouragement and support over the last 5 and a half years. I am proud to work with you. Finally, anyone who completes a dissertation must have a few close friends and family members who deserve special acknowledgements. First, I want to thank my sisters and their families. Christa and Lawrence, Caryn and David, Carrie and Jordan: Thank you for your patience and understanding when I was not physically present at a family gathering and when I was not mentally present because I was overwhelmed with the stress of getting through my doctoral program. Thank you for having the confidence that I would succeed. Simply said: You are the best, and I love you all very much. To my faithful friend, Lori: For years I have said that you are the most loyal friend anyone could ever ask for, but your role in helping me get through my dissertation has surpassed all expectations. You listened to my concerns about boys and reading, gave feedback on my research design, read my literature review, deciphered reading log data, and transcribed interviews. You listened to me cry, complain, and worry, encouraged me vii when I wanted to give up, and never complained that my dissertation was so much the center of attention in our conversations. I know that our discussions about boys and reading are not over, but I look forward to the months and years ahead when we can relax more and sometimes just have fun. To my daughter, Genesis: Since you were born, you have watched your mom work her way through school earning her degrees. You have understood and patiently accepted that as much as I loved being your mom I also needed the intellectual growth that a career and school could give me. My passion for teaching and learning has consumed many hours of my time. Thank you for sharing me with the students and colleagues who have sought my guidance. Through it all, there never has been a question in my mind: You have and always will be number one to me. I hope that I have made you proud. I also hope that my accomplishments will serve as a reminder that Moran- Rybczynski women can do anything we put our minds to! I have no doubt that you, too, will leave your mark on this world.
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