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| Formato: | Recurso educativo Open Access |
| Lenguaje: | en |
| Publicado: |
2025
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| Acceso en línea: | https://eric.ed.gov/?id=ED679268 |
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| _version_ | 1867181900117835776 |
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| author | Sue McDowall |
| author_facet | Sue McDowall Sue McDowall |
| collection | Education Resources Information Center |
| contents | Students as Readers: Building Reading Identity in One Full-Primary School Sue McDowall Elementary School Students Reading Attitudes Self Concept Foreign Countries Recreational Reading Student Characteristics Reading Instruction Teaching Methods Faculty Development Reading Habits Learner Engagement Reading Aloud to Others Reading Material Selection This research involved a case study of one full primary school participating in the pilot PLD programme Pūtoi Rito: School Communities of Readers offered by the National Library in 2025. The programme aims to support reading for pleasure by strengthening knowledge, pedagogy, practice, collaboration, and resources in school communities. This research focuses on reading identity--an important component of reading engagement. The concept of reading identity encompasses seeing and knowing oneself as a reader. Reading identity is important because reading for pleasure is associated with achievement, wellbeing, empathy, perspective taking, and social, public, and economic participation (Boyask et al., 2021; Djikic et al., 2009; Education and Research Unit & New Zealand Council for Educational Research, 2020; Jerrim & Moss, 2019; Mar et al., 2006; National Endowment for the Arts, 2007; Oatley, 2008, 2016; Sullivan & Brown, 2015; Wilhelm, 2016; Wolf & Stoodley, 2018). To date there has been little research on students' reading identity in the context of Aotearoa New Zealand. The two overarching research questions were: (1) What typifies the reading identities of students by the end of Years 3, 6, and 8?; and (2) How do teachers foster students' reading identities? This research used a single case study design (Punch & Oancea, 2014; Yin, 2003, 2018) and involved observations of PLD sessions, participation in project hui, and focus group interviews with a sample of school staff and with students at Years 3, 6, and 8. Data analysis involved a grounded approach that began by looking for themes in the data and coding against these. As new themes emerged data were re-coded against them using an iterative approach. |
| format | Recurso educativo Open Access |
| id | eric_ED679268 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2025 |
| record_format | eric |
| spellingShingle | Students as Readers: Building Reading Identity in One Full-Primary School Sue McDowall Elementary School Students Reading Attitudes Self Concept Foreign Countries Recreational Reading Student Characteristics Reading Instruction Teaching Methods Faculty Development Reading Habits Learner Engagement Reading Aloud to Others Reading Material Selection Students as Readers: Building Reading Identity in One Full-Primary School Sue McDowall Elementary School Students Reading Attitudes Self Concept Foreign Countries Recreational Reading Student Characteristics Reading Instruction Teaching Methods Faculty Development Reading Habits Learner Engagement Reading Aloud to Others Reading Material Selection This research involved a case study of one full primary school participating in the pilot PLD programme Pūtoi Rito: School Communities of Readers offered by the National Library in 2025. The programme aims to support reading for pleasure by strengthening knowledge, pedagogy, practice, collaboration, and resources in school communities. This research focuses on reading identity--an important component of reading engagement. The concept of reading identity encompasses seeing and knowing oneself as a reader. Reading identity is important because reading for pleasure is associated with achievement, wellbeing, empathy, perspective taking, and social, public, and economic participation (Boyask et al., 2021; Djikic et al., 2009; Education and Research Unit & New Zealand Council for Educational Research, 2020; Jerrim & Moss, 2019; Mar et al., 2006; National Endowment for the Arts, 2007; Oatley, 2008, 2016; Sullivan & Brown, 2015; Wilhelm, 2016; Wolf & Stoodley, 2018). To date there has been little research on students' reading identity in the context of Aotearoa New Zealand. The two overarching research questions were: (1) What typifies the reading identities of students by the end of Years 3, 6, and 8?; and (2) How do teachers foster students' reading identities? This research used a single case study design (Punch & Oancea, 2014; Yin, 2003, 2018) and involved observations of PLD sessions, participation in project hui, and focus group interviews with a sample of school staff and with students at Years 3, 6, and 8. Data analysis involved a grounded approach that began by looking for themes in the data and coding against these. As new themes emerged data were re-coded against them using an iterative approach. |
| title | Students as Readers: Building Reading Identity in One Full-Primary School |
| topic | Elementary School Students Reading Attitudes Self Concept Foreign Countries Recreational Reading Student Characteristics Reading Instruction Teaching Methods Faculty Development Reading Habits Learner Engagement Reading Aloud to Others Reading Material Selection |
| url | https://eric.ed.gov/?id=ED679268 |