Five pillars for creating readers in high school students and the English teachers’ role

Hinnergardt, Candace

Five pillars for creating readers in high school students and the English teachers’ role

dc.contributor.advisor	Hill, Crag
dc.contributor.author	Hinnergardt, Candace
dc.contributor.committeeMember	Torres, Heidi
dc.contributor.committeeMember	Houser, Neil
dc.date.accessioned	2020-05-11T13:52:43Z
dc.date.available	2020-05-11T13:52:43Z
dc.date.issued	2020-05-08
dc.date.manuscript	2020-05-06
dc.description.abstract	This study explores English teachers’ beliefs about their role as educators particularly when it comes to creating personal reading lives in their students. In addition, this research will explore how those teachers who do see engendering personal reading lives in students as part of their role as an educator accomplish that goal and instill a love of reading in their pupils. There have been multiple students at the elementary and middle school level on motivating students to read, but few if any at the highschool level. Even more scarce are studies on teacher attitudes about independent reading and their role as an educator when it comes to helping students love reading. There is plenty of research explaining how to motivate students and incorporate independent reading but very little on whether or not teachers feel that is their role. To determine if teachers’ feel that is their role and how teachers fulfill that role if they do want to help students love reading, teachers completed a survey that included a mix of Likert scale, single selection, multiple selection, and free response questions. After the survey participants had the option of continuing with the research. If they opted in, participants were asked to complete two written responses, one on their teaching philosophy and one as a reading autobiography, and then they participated in a 35 minute interview about their independent reading practices and how they helped their students create personal reading lives. This research determined that there are five pillars to a successful independent reading program and engendering reading lives in students.	en_US
dc.identifier.uri	https://hdl.handle.net/11244/324371
dc.language	en_US	en_US
dc.subject	English Education	en_US
dc.subject	Secondary Education	en_US
dc.subject	Teacher Roles	en_US
dc.subject	Reading Motivation	en_US
dc.subject	Independent Reading	en_US
dc.subject.lcsh	Reading (Secondary)
dc.subject.lcsh	High school students--Books and reading
dc.subject.lcsh	Motivation in education
dc.thesis.degree	Master of Education	en_US
dc.title	Five pillars for creating readers in high school students and the English teachers’ role	en_US
ou.group	Jeannine Rainbolt College of Education::Department of Instructional Leadership and Academic Curriculum	en_US