University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2017 Joyous Reading: Aspects Of Literature Enjoyment For Black/ african American Fourth Grade Students Sherea Mosley University of Pennsylvania,
[email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the English Language and Literature Commons, Other Education Commons, and the Reading and Language Commons Recommended Citation Mosley, Sherea, "Joyous Reading: Aspects Of Literature Enjoyment For Black/african American Fourth Grade Students" (2017). Publicly Accessible Penn Dissertations. 2488. https://repository.upenn.edu/edissertations/2488 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/2488 For more information, please contact
[email protected]. Joyous Reading: Aspects Of Literature Enjoyment For Black/african American Fourth Grade Students Abstract This study primarily explores the types of books African American children in a local fourth grade classroom like and enjoy. Books students are interested in reading and other related aspects that contribute to their literary enjoyment are also explored. It is during the upper elementary years that many students who eventually express little or no preference for reading first “become ambivalent toward reading… because they [can] no longer find eadingr material that interest[s] them” (Davila and Patrick, 2010, p. 200). Even when children select a book on their own, they are almost always selecting from books preselected for them by adults (librarians, teachers, booksellers, publishers, parents, etc.). Encisco, Wolf, Coats, and Jenkins (2010) refer to the heavy adult influence in children’s literature as “a shadow” that never truly departs (p. 259). As a result, children’s voices tend to be ignored in a field that supposedly exists for them.