Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Revealing Relationships: First Graders Share Personal Literature

Revealing Relationships: First Graders Share Personal Literature Literature holds the potential to significantly influence the lives of readers, but what is the nature of this influence for very young readers? This study investigated the question “What are the relationships between beginning readers and their personal literature?” A first-grade class of 18 students individually assembled a collection of personal literature, that is, literature that they chose to read for their own purposes, and shared their literature during presentations to the class. Data collection included observational field notes, multiple forms of literature, audio recordings, and photographs. The data were analyzed using the constant comparative method. The findings indicated four main outcomes: Students’ personal literature is a reflection of who they are as a child within a family structure; students’ personal literature brings them comfort; students’ personal literature is a reflection of their inner desires; and students’ personal literature is selected for their entertainment. The theoretical and practical implications of the study are discussed. Keywords children’s literature, reader response, personal literature, beginning readers, reader interest, book choice, reading material, reading motivation, elementary education, multiple literacies, first-grade students What happens so often within the context of literature Introduction selection is that there is a contradiction between what stu- In the early stages of literacy growth and development, dents view as literature worthy of reading for enjoyment and young children make critical decisions about what they like what teachers view as important and necessary to read for the and do not like to read, view, or listen to when it comes to sake of learning (Applebee, 1993; Langer & Applebee, 1988; literature (Dwyer & Neuman, 2008). Babies, by 6 months, J. A. Patton, 2001; Zarillo & Cox, 1992). Many teachers feel already have the fine motor, visual, language, and hearing pressured to restrict students’ choices to reading books that capacities to enjoy listening to literature (Hardman & Jones, they consider challenging, presenting new information or 1999). I recall my youngest son, before he could verbalize vocabulary, or books from an approved reading list, for the his tastes, would slap or kick out of my hands an undesired sake of making the reading count (Worthy, Turner, & book that I was about to read to him to the floor. Frequently, Morrman, 1998). my elementary students would either cheer or groan when I Past research has confirmed that students who are allowed held up a book that I was going to read aloud to them. To to choose their own reading materials are more motivated to think that critical tastes in reading material only develops read, expend more effort, and gain better understanding of over time or is dependent on the child being able to read the text (Gambrell, 1996; Guthrie et al., 2007; Schiefele, ignores what we have experienced firsthand as parents and 1991). A student’s personal involvement in reading is an teachers. Children use all of their senses, where emotion and essential component of avid reading (Csikszenthmihalyi, intellect unite to make meaning of the world around them 1990; Nell, 1988) and is a significant influence in the devel- (Welty, 1984). Personal interest in literature is determined in opment of the reading processes (Allington, 1994). Following large part by the personality of the reader, the characteristics a survey of middle school students’ attitudes toward reading, of the text, and the interaction between the two (Bernstein, Worthy (1996a) concluded, “. . . that [student] interest must 1955) as well as background knowledge (Rosenblatt, 1978). Some research has demonstrated that students select their favorite literature based on psychological factors such as University of Northern Iowa, Cedar Falls, IA, USA novelty, surprise, and the unexpectedness of events and/or Corresponding Author: ideas (Hidi, 1990), whereas other research has implicated Timothy G. Weih, University of Northern Iowa, 1227 West 27th Street, that students’ personal choices in literature relates more to Cedar Falls, IA 50614, USA. the genre and format of the text (Worthy, 1996a, 1996b). Email: timothy.weih@uni.edu 2 SAGE Open be a primary factor in book selection. If it is not, many stu- multimodal approaches to learning (Gardner, 2006), trans- dents will choose not to read outside of school” (p. 211). mediation (Siegel, 2006), and aesthetic responses to texts Heath (2012) contended that students’ special interests often (Greene, 2001; Johnson, 2008). lead them into reading a broad range of texts, including more When students’ needs are met through reading, this is genres than students read from previous decades. something that they want not only to repeat but also to share We know that when students are excited about what they with each other. It is through these student exchanges that are reading, they quite naturally want to share their experi- students learn to understand themselves and those around ences with others. It is through this social interaction or com- them (Rosenblatt, 1982). Teachers can arouse students’ emo- munication with others that students find out about interesting tions by reading aloud to them stories that build excitement, literature, thereby piquing their curiosity and increasing their intrigue, mystery, and that are laced with juvenile humor. confidence in their ability to succeed in reading (Applebee, Teachers will know that students are fully engaged in a story Langer, Nystrand, & Gamoran, 2003; Turner & Paris, 1995). when they look up from a read aloud book and see their stu- Researchers have found that instruction that incorporates dents’ wide-eyes, open mouths, and tense bodies. And, when social interaction about text increases students’ motivation to this moment is experienced, what a pure joy it is! Most read and reading comprehension achievement (Guthrie et al., importantly, teachers can capitalize on their students’ emo- 2007; Ng, Guthrie, Van Meter, McCann, & Alao, 1998). tions to lead them into deeper understandings of the mean- Heath (2012) further confirmed that students sought out each ings expressed within the literature (Eeds & Wells, 1989). other in relation to their shared literacy interests, and friend- With the focus of reading education today being on pre- ships grew, based on the amount of time any chosen friend paring students to take high-stakes tests, children’s literature was willing to put into exploring expertise with different is being used for comprehension skill instruction, instead of forms of literacy. for the aesthetic connections that students could be making Reading achievement and positive student attitudes about (Guthrie, 2002). If children are going to become lifelong reading have both been linked to time spent reading self- readers, they need to experience the value that literature selected reading materials during school (Carson, 1990; holds for them. They need to be drawn to a good book like a Farrell, 1982; Heller, 1940; Hunt, 1971; LaBrant, 1936; bee to a sweet smelling flower. They need to get something Langford & Allen, 1983; Manning & Manning, 1984; out of the story that feeds and develops their imaginations, in Sadoski, 1984). However, instructional programs such as essence, they need to be pulled into the story and become one Sustained Silent Reading, Drop Everything and Read, Free with the story. Stories engage readers in experiencing fear, Voluntary Reading, and Uninterrupted Sustained Silent anguish, loneliness, along with joy and excitement as readers Reading have been pushed aside and replaced with skills they imagine themselves living through what the characters instruction and test preparations (Worthy et al., 1998). are facing in the story. Equally important, there is a sense of Teachers are being pressured to demonstrate student achieve- power and accomplishment for the reader as the protagonist ment through high-stakes tests. Therefore, teachers are pre- succeeds through his or her endeavors. In addition, the reader paring their students to take these tests rather than building experiences the feelings of success that come from finishing lifelong aspects of reading enjoyment within their students a whole real book. (Stoodt-Hill & Amspaugh-Corson, 2009). To highlight this If children’s primary experience with reading is for skills quandary, Serafini (2011) so aptly said, “Lifelong readers do instruction, they will see reading as a chore and something not pick up books to get better at reading” (p. 241). only connected to schoolwork (Gambrell, 1996). Heath Classrooms have seen an upsurge in comprehension strat- (1986) argued that developing a child’s imagination through egy instruction using children’s literature as the primary reading was the necessary component for comprehension source of material (Calkins, 2000; Collins, 2004; Daniels, and textual interpretation, and therefore, teaching to the 2002; Fountas & Pinnell, 1996; Harvey & Goudvis, 2000; imagination through children’s literature should be the goal Keene & Zimmerman, 1997). This move no doubted was of reading instruction. Vygotsky (1978) claimed that imagi- fueled by the need for students to show adequate progress in native thinking is the precursor of abstract thought. Children’s high-stakes comprehension tests. Another area of concern is imaginative play leads to the creation of a zone of proximal the use of reading basals as well as reading strategy manuals, development that enhances problem-solving skills beyond which tend to lump reading instructional strategies together what the child currently is capable. Cooper (2007) indicated without regard to matching text type or genre to the appropri- that imaginative play and imaginative literature are con- ate strategy. Story-related activities that would influence stu- nected through their mutual support for problem solving and dents to connect emotionally to the text might include other developmental areas. In addition, researchers such as dramatization (see Paley, 1981, 1990), visual representations Coles (1989) and Greene (1995) admonished the necessity of of the story which could take the form of graphic arts or mul- imaginative literature for the promotion of self-awareness, timedia formats (see Bedard & Fuhrken, 2011), peer discus- creation of new knowledge, and the awareness of social sions, poetic interpretations, and community service projects. aims. Teachers who understand the need for children to Through these types of responses, students are engaged in express their imaginations can supplement and integrate Weih 3 children’s literature with commercially published literacy very complex, and one that is even more difficult with very curriculum (i.e., textbooks, manuals, and workbooks) and young students. Therefore, observations regarding the per- guide children to experience authentic, lived-through sonal literature that students choose to read and developing engagement with a literature that would influence them to observational notes about their choices are the most valid create the literary relationships necessary to foster a lifetime ways to identify underlying relationships (Stoodt-Hill & of reading desire and enjoyment. Amspaugh-Corson, 2009). Is there a way that teachers can prepare students for tests and at the same time, incorporate students’ reading interests Method in the classroom? There is, if we realize that we are teaching children, who have feelings, thoughts, needs, and wants. In The goal of the study was to describe and interpret social consideration to meet their needs and ours, we need to respect phenomena in a natural setting (Schwandt, 1994). Therefore, and include our students’ personal choices in literature into the study utilized the constructivist paradigm of being our classroom environment and into our curriculum. We then descriptive, qualitative, and naturalistic (Lincoln & Guba, are in a position of negotiating a balance with our students 1985). Atkinson and Hammersley (1994) explained that between literature we assign and literature that our students researchers are not understood simply as objective cameras choose to read for pleasure (Worthy, 1996a). for recording data, but rather interpret the data through the Literature holds the potential to significantly influence perspectives of their own subjectivities and intellectual back- the lives of readers, but what is the nature of this influence grounds, and become part of the context they are studying. for very young readers? The purpose of this present study Glaser and Strauss (1967) explained that researchers who act was to discover the relationships between beginning readers from the constructivist research paradigm do not approach and their personal literature, thereby shedding light on this data with rigid expectations, but rather build a grounded the- influence and revealing why they make the choices when ory based on the conceptual relationships they construct selecting literature to read. This study is significant in that it from the data. examined relationships formed naturally between the reader and the literature, rather than categorizing types of literature The School responses. Although there is a large body of research on elementary The study was conducted over the course of 4 months in a students’ responses to literature (Marshall, 2000), few first-grade classroom located in a public elementary school researchers have examined the responses of first-grade stu- (kindergarten through fourth grade), located in a rural, dents, and even fewer have investigated the possible rela- working-class, Midwestern community of approximately tionships between young children and their self-selected 10,000 people. The secretary of the school gave me the fol- literature. Sipe (1997, 1998a, 1998b, 2000, 2002) studied lowing demographic information for the school: 93% first-grade children’s responses to teacher read alouds of pic- Caucasian, 5% Hispanic, and 2% African American. ture books. His research was focused on analyzing and cate- Nineteen percent of the student population qualified for free gorizing oral responses to demonstrate students’ construction and reduced lunches, and 1% were students with limited of literary understandings, individual response styles, and English proficiency. The school had an articulated mission to types of responses. Pantaleo’s (2002, 2003, 2004) research provide engaging curriculum in a caring school community centered on first-grade students’ responses to specific fea- by providing a variety of multicultural experiences, promot- tures of picture books that were read aloud to them. In both ing career awareness, fostering appreciation of the arts, help- these bodies of research, adults selected the literature and ing children understand the importance of demonstrating read the literature aloud to the students. There is a paucity in good character traits, and heighten civic involvement through research examining students’ reading interests, especially service to the broader community. The school was purpose- young students, and why they select the literature they fully chosen (M. Q. Patton, 1990), because the phenomenon choose to read on their own. One of the possible reasons to be studied—the relationships between children and their could be that young students do not have the language base personal literature—was likely to be revealed at this site. that is strong enough to allow them to participate in deep discussions (Beck & McKeown, 2007); therefore, we need to Teacher and Researcher rely on what empirical evidence we can to determine the responses and relationships that they are forming with their The classroom teacher, Caroline (pseudonyms used through- personal literature (self-selected literature). This study inves- out), was in her eighth year of teaching. Her teacher prepara- tigated the question: What are the relationships between tion program had emphasized the constructivist approach beginning readers and their personal literature? What stu- that involved children in actively constructing their own dents choose to read is highly individualized and varies from meaning and the use of children’s literature for teaching reader to reader (Galda, Ash, & Cullinan, 2001). reading. Her master’s program had also focused on using Understanding the relationships between reader and text is children’s trade books in the classroom and the importance 4 SAGE Open of engaging children in literature discussions. She continued that came to me and thoughts that I had regarding the to expand her own extensive collection of children’s litera- students’ responses, especially their nonverbal behavior ture that she implemented in her classroom. (Glesne & Peshkin, 1992). As the researcher, I added my own background to the social context of the classroom. My teaching experience Literature. The students were asked to assemble a collection included 14 years as an elementary classroom teacher and 6 of personal literature from home or school (meaning litera- years as a university professor. Because of our shared ele- ture that they select and read on their own). They were mentary teaching background, philosophy of teaching, and encouraged to discuss the literature at home with their fami- knowledge of children’s literature, Caroline and I were able lies, and then bring the literature to class to share during indi- to easily work together. My role as a researcher ranged on the vidual presentations. The students were not limited in what continuum of participate-observation (Spradley, 1980). they chose, but they were asked to only bring between three When Caroline read aloud to the children, I functioned as an to five items to allow enough time for everyone to share. The observer, but my role shifted to active participant when I read published literature that the students brought was docu- aloud to the children. mented (see appendix), and in addition to published litera- ture, the students also shared biographical photo-journals, hand-written cards, letters, and notes from family members. The Students The classroom students were a heterogeneous group of 10 Audio recordings. The students were audiotaped during their boys and 8 girls, all of Anglo European ethnicity. Based on sharing of personal literature to obtain the best possible the results of the Dynamic Indicators of Basic Early Literacy record of their words (M. Q. Patton, 1990). The students Skills (Good & Kaminski, 2002) assessment, this class had spoke in their own words to describe why they chose the seven students reading below grade level, eight at grade selection of literature to share and what the literature meant level, and three above. All but one student’s parents gave to them, they were not prompted and discussion was not informed consent (Eichelberger, 1989). The parents of this scaffolded by the teacher or myself. The students told their one student wanted their child to be involved with all phases own story. of the project, but did not want pictures or audio recordings made. Photographs. I took photographs of the students while they were sharing their personal literature. The photographs pro- vided rich descriptive data that were used to understand and The Classroom Context interpret the nonverbal expressions of the children (Bogdan The classroom was organized with tables, books, and sup- & Biklen, 2007). When words may be lacking with young plies, so as to allow and encourage the students to work children, facial and body language can tell the rest of the together in small groups in workshop areas (Lindfors, 1991). story. In the mornings, students were engaged in writing stories, reading books related to a theme being studied, creating art Phases of data collection. The study was organized in a series projects, and other literature-related activities. While these of phases over 4 months. During the first phase, the goals workshop activities were happening, Caroline taught small were to gather data specifics about the school, teacher, and group lessons based on students’ literacy needs. It was during students. During the second phase, I entered the classroom this language arts block that the data for the study were and gathered data relating to the classroom’s culture, rou- collected. tines, and appearance. It was during this phase that plans were made between the teacher and me for the students’ shar- ing event. The last phase of the data collection was the stu- Data Collection dents’ sharing of their personal literature. This is when the Observational field notes. I kept a researcher’s journal students were audiotaped and photographed while sharing. (Maykut & Morehouse, 1994) in which I wrote various types of field notes throughout the study. I wrote descriptive notes The sharing event. The students were given the task to assem- about the context of the setting, including the appearance of ble a collection of about three to five items of literature from the classroom and the activities of the students and teacher home and/or school that were important to them and to bring (Bogdan & Biklen, 2007). I recorded reflective notes regard- the literature to school for the purpose of sharing with their ing my ideas for the procedures for the study, which would classmates what the literature was and why they selected it. best fit into the social context of the classroom (Richardson, The sharing took place during one language arts block of 1994). I wrote summaries of conversations between Caroline time (i.e., approximately between 8:20 a.m. and 12:20 p.m.), and me, which later served as member checks (Guba & which was normally broken up with a recess and lunch break. Lincoln, 1989). While the students were involved in the Students were told that they would have approximately event of sharing their personal literature, I wrote questions 5-min to make their presentations to the class. Students sat in Weih 5 a semi-circle facing a small table and chair, and they volun- for the subtle meanings and complex perspectives expressed teered to come to the front of the circle to share. in the data. This is also described by Lawrence-Lightfoot and Davis (1997) as instead of listening to a story, I was listening for a story. Data Analysis Preparation of the data for analysis. To make the data col- Inductive category coding. During this phase of the data analy- lected during the duration of the study readable, workable, sis, I selected the prominent ideas from the discovery list. and to provide for trustworthiness, the taped sharing event Each of these became a provisional category. The unitized and comments the students made were transcribed, the stu- data cards were then grouped under each category using the dents’ personal literature was documented, the researcher’s look/feel-alike criteria advanced by Lincoln and Guba journal was typed, and the photographs were printed. Each (1985). page of data was coded in the upper-right-hand corner and included the types of data, the source of the data, and the Rules of inclusion. After several data cards had been grouped page number (Maykut & Morehouse, 1994). under a category, I examined them to determine the overall meaning contained within them. This information, or rule of Unitizing. The next phase of data analysis was to identify the inclusion, was then written as a propositional statement of units of meaning contained within the data. Lincoln and fact grounded in the data (Taylor & Bogdan, 1984), and used Guba (1985) described a unit of meaning as the smallest to either include or exclude subsequent data cards for each piece of information about something that can be understood category. without any additional details other than knowledge of the broader context from which it came. Unitizing is part of the Coding data cards. Once the rule of inclusion was summa- constant comparative method of qualitative data analysis rized from the data and the remaining data cards are included (Glaser & Strauss, 1967; Lincoln & Guba, 1985). Maykut or excluded from a category depending on its rule of inclu- and Morehouse (1994) explained that the constant compara- sion, data cards were then coded to their rule-based catego- tive method, identifying and categorizing specific units of ries. This code was then written at the top of all the data cards information and comparing the units with previous informa- included in that particular cluster. tion, provides the researcher with a clear direction for engag- ing in analysis of a quantity of data that is both challenging Examining relationships and patterns across categories. My and illuminating. focus for the next phase of analysis in the constant compara- Once all the data were put into a workable form, I gath- tive analysis process was to look closely at the relationships ered several packages of blank 4” × 6” index cards, scissors, between categories and study the propositions for those that tape, pencils, and colored highlighters. I carefully read stood alone or formed salient relationships and patterns through the written materials and photographs three different (Maykut & Morehouse, 1994). During this process, it became times looking for repetitive refrains (Lawrence-Lightfoot & evident that some of the categories shared ideas that were Davis, 1997). Within the repetitive refrains, I discerned the related. These ideas were grounded in the data and stood as units of meaning (Maykut & Morehouse, 1994). When a unit evidence of what I was learning from my participants in the of meaning was identified, I circled it with a pencil, and in study and is what led me to the study outcomes. the margin noted the following: the data source, date, partici- pant, page number or photograph number, and a word or phrase to indicate the essence of the unit’s meaning (Maykut Results and Discussion: Defining & Morehouse, 1994). The documents were kept intact during Relationships Between Reader and this phase of the data analysis so that each source could be Text read and viewed in its entirety should further clarification be During the sharing event, students usually summarized the needed. When all of the documents had been unitized, I cut best parts of the literature they brought, would hold up pic- each unit of meaning from the text and taped them onto sepa- tures and illustrations for all classmates to view, and read rate index cards. The next phase of the constant comparative favorite parts aloud. Students took their time while sharing, method of analysis was discovery (Maykut & Morehouse, relishing their moment. While talking, they would frequently 1994). hold the literature close to their bodies, hugging it. When they pulled selections from their bags, there were smiles of Discovery. During the discovery process (Taylor & Bogdan, pure joy spread across their faces as they looked at it, and 1984), I reread the unitized data cards that I had constructed, frequent comments from them were as follows: “I like it.” “It looking for the recurring words, phrases, and concepts that I is special to me.” “I love it!” and “It’s my favorite.” While saw repeated throughout the data. I constructed and recon- reading favorite parts, many students had a look of complete structed a discovery list three different times or took multiple concentration. As witnessed in these students, and also soundings (Gilligan, Brown, & Rogers, 1989) as I searched 6 SAGE Open brought to light in the research of Guthrie and Wigfield got from Texas, it’s called Lucy Goose Goes to Texas, (2000), intrinsic motivation to read is tied to a reader’s plea- and I like it because my grandma got it in Texas. I also sure in reading, which is characterized by excitement, inter- really like this book [holds up a different book] because est, and enjoyment in the act of reading. Classmates reacted my grandma got it for me, and it’s called Five Little with spontaneous, softly spoken utterances such as “cool,” Monkeys Jumping on the Bed. “awesome,” “wow,” “I like that,” and “I have that one.” Joe: This is a book I like, it’s called How I Became a Classmates’ eyes focused on the student sharing, and some- Pirate [holding the book outward, open to an illustra- times they stretched their bodies higher to see the pictures or tion and with a look of glee on his face] and I like it illustrations. Also revealed in these students, and related to because there is a boy with my name and my brother’s what Wigfield and Guthrie (1997) found, was that children’s name together. And, this book is called I Love You the intrinsic motivation in reading includes curiosity and Purplest [holding up a different book], because it’s involvement. about two boys like me and my brother and my mom. Four outcomes emerged from the data analysis process This book is called It’s Okay to be Different, and it and revealed the nature of the relationships that the children teaches you that everybody can be different, like had formed with their personal literature. Each outcome is everybody can have different colors of skin, and differ- discussed below along with the evidence grounding the out- ent moms and dads. comes within the data and past research. Connor: Here is one called My Big Truck Book [a very serious look on his face], and it is very cool ‘cause my Aunt Carrie gave it to me it says To Connor From Aunt Outcome 1: Students’ Personal Literature Is a Carrie, on the back. Reflection of Who They Are as a Child Within a Alyssa: I like this book because my mom made it just for Family Structure me when I was a little baby [this was a photo album/ scrapbook and all the photos and cards had captions This outcome or finding was evidenced in the data by those written in neat cursive, and she was able to read the students who shared family photo albums and read aloud the captions upside down and from the side—she must captions to the pictures. Students read aloud hand-written have had them read to her a lot, because she appeared letters and cards that were sent to them from family members to know them from heart. Her classmates responded living far away. Other students shared and read from books with oohs and aahs]. I like this card from my grandma that family members had selected with the child in mind, because I don’t see her often because it takes her a very signed, and had given to them as gifts. These items of per- long to get to our house. sonal literature were precious to the students who presented Sarah: These are some notes from when my grandma was and read from them. The value of this personal literature to away, and I didn’t get to see her. This is a really special the students could be seen on their faces and heard in their book [holds up a different item] to me because it has voices. This outcome of the present study expands on previ- my name in it, and it has my cousin’s name it, and it ous research from Neuman and Wright (2007), in that the has my brother’s name it. This book is special to me role literature often plays in the lives of children depends on [holds up a different book] because every year I go to why, how, and what their caregivers gave or read to them. my grandma’s and she gives me Christmas presents Moreover, the data that formed this outcome further substan- and my cousin [names her cousin], she gets the same tiate past research from Langer (1995) and Serafini (2003), things as me, and it is called Princess. suggesting that when children read about other children Katie: This is called My Tea Party [she said this with either like them or different from them, they come to under- excitement and sang the words like a song. There was stand and appreciate the world around them with a sharper a whisper from one of her classmates: I have that one, more critical mind. Examples from the data that stood as evi- Katie]. This is my favorite because it gots my friend dence that appeared to be representative of this outcome and grandma’s name in it, and it is really special to me included the following: because it also has my mom’s name in it. This [holding Brody: I like this book because when I was born in the up a different book] is called Tell Me Something Happy hospital, they gave this to me. It is very special to me Before I go to Sleep, and this is me and my brother [hugging it close to his chest] because it has my name [pointing to an illustration in the book of a girl and boy. in it with my mom and dad’s. She meant this figuratively and not in a literal sense]. Derek: This is one of my favorite books because it is all Jake: And this is the title of this: Green Eggs and Ham. about me when I was born. My grandmother ordered it This is special because I used to have it when I was a for me. baby, and I have two of them, because one of them are Jena: This is one of my favorite books it’s called Armadilly my mom’s and one of them are mine. This is Going Chili [smiling with joy] because my grandma got it for Places [holds up a different book] and it is special, is me from Texas. And, this is another one my grandma so special to me [he says this with a lot of emotion], Weih 7 because my grandma got it for me. And this is what my cool because it’s about Heaven, and about Jesus, too. brother gave to me [holds up a different book], it says There are questions on the back that mom reads to me I’m Glad I’m Me: Poems About You by Jack Prelutsky. sometimes. This is one [holds up a different book] that This is Dr. Seuss Sleeping Book [holds up a different I got from my grandma, too, when she got dead, and book]. I love [draws out the word love with long, emo- then I got four, and they’re really special to me because tional emphasis] because my grandma got it for me they’re about Jesus, and there’s grandma in heaven, when I was a baby, and this is by Dr. Seuss, and I got and Jesus will, whenever I get dead, I will see my lots of Dr. Seuss’s books at my house. grandma and my grandpa, and it says Who Is Jesus Bryce: This other one [holds up a book] is special to me [this is the book he is talking about], What is God Like because my grandma gave it to me, and it is Tongue [he drew a different book from his bag], and I can read Twisters. almost all of it. Emma: This is one of my favorites; this is Dumbo The Circus Baby. I really like this [holding it close to her Outcome 2: Students’ Personal Literature Brings chest with an illustration facing outward toward her Them Comfort classmates and pointing to it]. It helps me go to sleep at my grandma’s. This is what I read at my grandma’s Patterns in the data revealed that many students shared and house, and it’s My Favorite Little Book, and it is called read excerpts aloud from books that were given to them by Loving [this is a spiritual book]. It helps me really go family members when they were younger, and said that they to sleep all night. liked to hear the books read to them because it helps them Bryce: I like this book because my mom gave it to me, fall asleep at night. Some students said that they take these and the name is The Power Kid [this is a spiritual book] books with them to the babysitter, and that she reads aloud to and I bring it to my babysitter’s and she reads it to me them when they are feeling lonely and missing their family. all the time. This one reminds me of God [holds up a Other students brought personal spiritual literature and different book], and it is Bible Heroes. shared their favorite stories that made them feel good. The Weston: Raggedy Ann [holds this book up]. I like it students who brought these types of personal literature often because mom read it to me when I was five or six. I held the items close, hugging them, and when they opened Like Myself [holds this book up]. I like it because it the pages, their faces were glowing with affection. The stu- doesn’t matter how you look or matter how you are dents in the study often revealed their response relationships [multiple whispers came from his classmates: I like with their texts through how they behaved while holding this book]. Who Wants a Dragon [holds up a different their literature and what they said about the literature during book]. I really like this book because I, my mom read the sharing time. This outcome builds on previous research to me every single time I want, I want my mom to read by Sipe (2000), indicating that young children spontaneously it to me. It is special to me because I got when I was, show their emotional involvement with literature through since I was in kindergarten. gestures and facial expressions, if not words. Data examples that were categorized into this outcome are given below: Joe: This is a book that my mom used to read to me when Outcome 3: Students’ Personal Literature Is a I was little [holding the book close and gazing it at Reflection of Their Inner Desires with a loving expression] and it’s called No Matter What, and I really like it because my mom used to read Evidence grounded in the data suggested that students’ rela- it to me all the time when I was little. tionship with their personal literature was one in which they Connor: This is called His First Bible. I had it since I was held the desire to learn information from the literature, so two or three or younger, and it is my favorite [a whis- that they could do something with that information. These per came from one of his classmates: I like the manger] literature items included books about hunting, camping, and because it’s way old. children’s encyclopedias about animals. Some students Alyssa: I like this Bible because it is fun [smiling as she brought and read excerpts from advertisement catalogs and gazes at the pages]. It is called The Early Reader’s newspapers that featured their desired collection items. Bible. You’re able to read it all by yourself. It’s really Students not only showed that they desired to obtain certain easy. It is about God and it asks you questions. Like items, but they also wanted to learn more about the items you have to read the book and answer the questions. I from the literature. This evidence from the present study really like reading it. expands on past research from Pitcher et al. (2007), suggest- Jake: This is The Night Before Christmas, and I like ing that children like to read literature that relates to their Christmas, and mom reads it to me when it’s Christmas. personal interests and hobbies to gain more information. This is a really hard book for me to read. This is [holds Examples from the data representing this outcome are as up a different book] What About Heaven and it’s really follows: 8 SAGE Open Derek: I like to read Brain Quest [hugging all his books books were also a favorite source of entertainment for them. close to his chest], because it makes me smarter, and it Books written in a series about children like them or different is a really good thing to read, and I like to read about from them were also very popular. These students expressed mosquitoes, too. I like to learn about things. their joy and happiness as they read excerpts from their per- Natalie: This is a book that I ordered and it is called sonal literature selections, and took pride in their own read- Amazing Dolphins, and I really like this book because ing accomplishments, which could be seen on their faces and I really like dolphins, and I wish I could swim with heard in their expressive voices. It was obvious from listen- them someday, and it is really cool and stuff. ing to them read aloud that they were mimicking the voice Cole: This is one of my favorites to read because I like to inflections of their caretakers who read aloud to them. The go hunting, and it is called Cabela’s Outfitter Catalog data for this outcome indicated that much of the literature [holds up the catalog], and I have Fun With Nature shared was part of a larger body of work, which supports [holds up a book]. It’s really fun because you get to previous research from Stoodt-Hill and Amspaugh-Corson learn about nature. Here are encyclopedias called (2009), suggesting that children like to read and hear read to Getting to Know Nature’s Children: Hippos and Bears them literature that is published in a series. Moreover, evi- [these were two separate books], I like them because dence from the data connects and further builds on past they have a lot of details, and here is another called research from Rosenhouse, Reitelson, Kita, and Zahava Getting to Know Nature’s Children: Lions and Pandas (1997), which suggested that children become familiar with [this was one book], and I like the details, they are the characters and the storylines embedded in the literature, really fun [he said with a smile]. thereby developing a deeper sense of attachment and plea- Connor: This is called the Big Book of Knowledge [a sure. Humor, was another very important patterned relation- whisper came from one of his classmates: I have that ship that emerged from the data, which also connects to book], and it is the coolest, because it had my favorite findings from Stoodt-Hill and Amspaugh-Corson (2009) animals that live in the jungle. which indicated humor is an important element in literature Randy: This is called The Calls of Frogs and Toads, and I that draws children’s interest and aids in developing their picked this book because it has my favorite animals [he sense of literary awareness. Included below are examples showed a picture of a toad and said: Look at their eyes, from the data that represented the categories that formed this they’re like really-whew! He showed a picture of a frog outcome: that he said he would like to catch. He had a very seri- ous look on his face as he gazed at the book, and he Derek: This is a really good magazine because it’s about only brought this one book. It obviously meant a lot to jokes, and I like to focus on things. him]. Brody: This book is my favorite because it’s about Scooby Gavin: This is my Pokémon and Yu-Gi-Oh! card collec- Doo, and I collect Scooby Doo stuff. Scooby Doo is tion [he proudly held up a large 3-ring binder filled scary and funny. with his trading card collection in plastic sleeves and Natalie: I like to read this book it’s called The Missing read a few of them aloud, turning to his favorite pages]. Tooth Mystery. Scooby Doo, because it is very funny, And this is a thing that is really expensive, and I have and I like it so much. I like to read this book called a coupon for five dollars off, and it is really cool [he Butterflies and Caterpillars because I can read it with held up the coupon. It looked like it came from a news- my mom or dad, and I really like it because it’s paper advertisement, but I could not see what the item awesome. was]. Cole: This is one of my favorite books, it’s The Mouse and the Motorcycle, and I like it because it is so funny. Tammy: This is a book called Dr. Seuss’s ABC: An Outcome 4: Students’ Personal Literature Is Self- Amazing Alphabet Book, and it’s funny because it does Selected for Their Entertainment different stuff, because it does a lot of different things Through the refinement of data, there emerged the outcome that are funny, and sometimes my mom reads it to me. that many students shared and read from personal literature This one is called Batty Betty’s Spells, it’s like funny that reflected their own personal joys in being entertained. because it has a cat in it, and it like changes different Some of this literature was enjoyed simply because they colors, and it’s very funny [smiling with joy]. This were easily capable of reading it by themselves, such as joke book is called Go Dogs Go, and they have a dog party, books and poetry books that sounded funny when they read and it is very funny, too. They have a dog party [she them aloud. Students that shared these books frequently read raises her voice for emphasis, and her classmates laugh aloud to their listening classmates the jokes or word phrases about the book]. This is a colorful book, it’s called that they enjoyed the most. Some of the literature catego- Good Night Sweet Butterflies: A Colorful Dreamland. rized with this outcome were activity booklets centered on Sometimes me and my mom find all the yellow stuff in their favorite hobbies. Weird, strange, and colorful picture there, and that’s what we do, and they have red, and we Weih 9 do this too, like the yellow, we look for all the red, and that represents them, their families, and their cultures. With that is why I picked this, and that is why I like this. this in mind, it is important for teachers to seek out informa- Connor: Here is a SpongeBob called Bubble Blowers, tion about the families and cultures within the classroom Beware! It is kind of funny [a whisper comes from one context and build on this knowledge by selecting and inte- of his classmates: I know]. grating literature that students can culturally relate to. This Alyssa: I like this book called Junie B., First Grader: practice has the potential to develop cultural awareness and Shipwrecked. It’s so funny ‘cause they have a big fight, sensitivity among students. and I like the pictures of them dressed up in their cos- The data from this study indicated that students become tumes [whispered aahs erupt from her classmates]. emotionally involved with the literature that is spiritual in Jake: I have my favorite books in here that I love [refer- nature and literature that is intimately familiar to them. The ring to his bag of literature that he brought]. And some student relationship revealed through this literature was one of them I read here [at school] and some at my house. of comfort and security. Teachers can discover from students’ This is my favorite. This is Dr. Seuss, and it says One families about spiritual literature and allow individual chil- Fish, Two Fish, Red Fish, Blue Fish, and this is my dren to free read from this area of literature. Teachers can favorite book because I can read it, and I like rhyming also find out about family favorites and set aside classroom books [He says this while holding the book close to his time for students to share these with each other. This practice chest, pictures facing outward toward his listening has the potential to build fluency along with providing stu- classmates, and a look of sheer delight across his face]. dents with a sense of comfort and belonging to the classroom This is Hop on Pop by Dr. Seuss, and I love all Dr. community. Seuss because it’s way fun to read! [he says with great Study outcomes suggested that the inner desires students excitement]. possessed lead them to certain literature that fulfilled their Bryce: The last one [holds up a book] is really funny desires. Educators can explore students’ personal interests, [multiple whispers come from his watching class- hobbies, and activities to discover types of literature stu- mates: oh, yeah!]. This is the Monster at the end of this dents would most likely be attracted to. When teachers book. acknowledge the multiple literacies that students engage in Weston: Learn About Shapes [holds up this book]. This is outside of the classroom and find ways to incorporate them one I really like because it has the box of the shapes in in the classroom, students will feel more motivated to read them, and you put them in those holes [multiple whis- and therefore increasing the likelihood of becoming lifelong pers erupt from his watching classmates: cool, ooh, readers. awesome, Weston, so cool]. Evidence refined from the study data showed that the students developed relationships between themselves and The references for the published literature that the stu- literature that they self-selected for the sake of entertain- dents shared can be seen in the appendix. ment. Primary among literature’s values is enjoyment, and students have to find pleasure in what they read if they are to experience the values literature offers (Sloan, 2002). Pedagogical Implications Teachers can capitalize on the types of literature that stu- This study has important, pedagogical implications concern- dents find most entertaining and enjoyable and incorpo- ing the context in which teaching literacy occurs. Literature rate them into their teaching. This study indicated that the holds the potential to significantly influence the lives of read- students were entertained by joke books and poetry that ers, but what is the nature of this influence for very young sounded funny when read aloud. They also enjoyed weird, readers? This study investigated the question: What are the strange, colorful picture books, and books that were part relationships between beginning readers and their personal of a larger series. Literature that was funny and that they literature? The study was significant in that it examined rela- can easily read on their own was very important to them. tionships formed between the reader and the literature, rather They also enjoyed being able to read aloud and share this than categorizing types of literature responses. Additionally literature with their classmates. Students enjoy seeing and important to this study was that the students spoke in their listening to themselves read and discuss literature, so it is own words to describe why they chose the selection of litera- important for teachers to record these sharing events ture to share and what the literature meant to them, they were through the use of photography, tape recordings, or video, not prompted and discussion was not scaffolded by the teacher and share these with students, so that they can relive the or myself. The students told their own story, therefore the moment and gain confidence in themselves as literate study outcomes were situated within the readers, and through human beings. When teachers create and facilitate oppor- the data analysis processes, the underlying relationships tunities for young students to share their literature, stu- between reader and literature were discovered. dents’ responses are enhanced and they become more Study outcomes revealed that students place a great value critical readers (Eeds & Wells, 1989; Galda, Rayburn, & and build relationships between themselves and literature Stanzi, 2000; Galda, Shockley, & Pellegrini, 1995; 10 SAGE Open McGee, 1992; Raphael & McMahon, 1994; Roser & Appendix Martinez, 1995; Short & Pierce, 1990; Wiseman, Many, & The Published Literature That the Students Altieri, 1992). Shared Barbo, M. S. (2002). The missing tooth mystery (Scooby Doo! Limitations and Future Direction Picture clue book, No. 11). New York, NY: Scholastic. The participants of this study comprised one first-grade class- Bea, H. (2005). Lucy goose goes to Texas. Novato, CA: HJ Kramer/ room situated in one elementary school. Future investigations New World Library. could examine a different grade level, across grade levels, or Beaumont, K. (2004). I like myself! San Diego, CA: Harcourt. across schools. The participants in this study were predomi- Beers, V. G. (2001). Early readers Bible. Grand Rapids, MI: Zonderkidz. nately European Americans. It would be beneficial for future Bently, D. (2007). Good night, sweet butterflies: A color dream- studies to include a more diverse population with regard to land. New York: Little Simon. ethnicity. The setting for this study was a small, rural commu- Berger, M. (2008). Butterflies and caterpillars. New York: nity located in a region of the United States that is sparsely Scholastic. populated, and the town was not connected to a larger city; Boring, M. (1998). Fun with nature: Take along guide. New York: therefore, the community has characteristics of a microcosm. Cooper Square. It would be of interest for future research to look at urban set- Bostrom, K. (1998). What is God like? Carol Stream, IL: Tyndale tings that include participants that come from diverse House. backgrounds. Bostrom, K. (2000). What about heaven? Carol Stream, IL: Tyndale House. Bridwell, N. (2007). Clifford’s first Christmas. New York: Conclusion Scholastic. Cabela’s: World’s foremost outfitter. (1961-2014). Sidney, NE: Past research has shown us that when students read litera- Cabella’s. ture, a transaction occurs between the student and the Carlson, M. (2001). His first Bible. Grand Rapids, MI: Zonderkidz. author ’s text, and the two create meaning together (Krashen, Chester. New York, NY: HarperCollins. 2004; Rand Corporation, 2002; Serafini, 2003). We have Christelow, E. (1989). Five little monkeys jumping on the bed. also learned from past research that students use this inter- Boston, MA: Houghton Mifflin Harcourt. Cleary, B. (1990). The mouse and the motorcycle. New York: action with the text to cultivate their own unique responses. HarperCollins. Their responses can be emotional or aesthetic in nature, or Dill, B. (2007). Brain quest grade 1 reading. New York: Workman. they can be intellectual, or efferent in nature depending on Disney Enterprises. (2009). Disney princess collection. New York: how the student is interacting with the text (Rosenblatt, Disney Press. 1982). The two responses, however, are not mutually exclu- Disney, R. H. (2003). The little mermaid. Disney princess. New sive to each other, but instead, work together to create a York: Golden/Disney. meaningful and enjoyable reading experience for the stu- Ditchfield, C. (2004). Bible heroes. New York: Golden Books. dent (Rosenblatt, 1969, 1982). The response to reading lit- Dodd, E. (2008). No matter what. New York: Dutton. erature emerges from the interconnectedness between the Eastman, P. D. (1996). Go, dog, go! New York: Random House reader’s past experiences, knowledge, and beliefs, and the Books for Young Readers. Elliott, L. (2004). The calls of frogs and toads. Mechanicsburg, PA: content, genre, and language of the text (Rosenblatt, 1978). Stackpole Books. But what is the nature of the relationships embedded within Farndon, J., & Koo, A. (2002). The big book of knowledge. New the responses between young children, who are beginning York: Parragon. to read independently, and the literature that they self- Gerth, M. (2001). Ten little ladybugs. Atlanta, GA: Piggy Toes select? That is the question this current study sought to Press. investigate. Gliori, D. (1999). Tell me something happy before I go to sleep. In conclusion, the outcomes of this present study further New York: Picture Corgi. advance past research by suggesting that young children Gruelle, J. (2005). Raggedy Ann & Andy: A read-aloud treasury. build personal, interconnected relationships with their self- New York: Little Simon. Hoff, S. (1986). Hall, M. (2006). Mosquitoes (bugs, bugs, bugs). selected literature that can be demonstrated as relating to Mankato, MN: Capstone. their family structures and cultures, comforts and securities, Hogg, G. (2002). Spencer’s adventures: Don’t bake that snake. inner desires and personal goals, and their joy that comes New York: Little Buckaroo Books. from being entertained by the literature. In essence, this pres- Ihara, S. (2008). Pokemon: Diamond and pearl adventure! Vol. 1. ent study indicates that young children possess internal rela- San Francisco, CA: VIZ MEDIA. tionships with literature that when given the chance can be Johnstone, G. (2003). Christmas snow magic. Belrose, Australia: expressed within the social context of the classroom setting, Book Company Publishing. and when this happens, it will bring joy, not only to them but Joosse, B. M. (1996). I love you the purplest. San Francisco, CA: also to those who are listening and watching them. Chronicle Books. Weih 11 Kageyama, N. (2007). Yu-gi-oh! GX, Vol. 1. San Francisco, CA: Stone, J. (2004). The monster at the end of this book (Sesame VIZ Media. Street). New York: Golden Books. Ketteman, H. (2004). Armadilly chili. Park Ridge, IL: Albert Thompson, S. L. (2008). Amazing dolphins. New York: Whitman & Company. HarperCollins. Kushner, L., & Kushner, K. (2000). What does God look like? Van Der Meer, R. (1998). Sesame street learn about shapes Woodstock, VT: Skylight Paths. (Sesame Street(R)interactive popup). New York: Random Lewman, D. (2004). Bubble blowers, beware! Spongebob House for Young Readers. Squarepants. New York: Simon Spotlight/Nickelodeon. Vischer, P. (1998). Time for Tom (Veggietales). Nashville, TN: Long, M. (2003). How I became a pirate. Boston, MA: Houghton Thomas Nelson. Mifflin Harcourt. MacLeod, E. (1990). Getting to know nature’s children: Puffins/ Declaration of Conflicting Interests hippopotamuses. NY: Grolier. The author(s) declared no potential conflicts of interest with respect MacLeod, E. (1998). Getting to know nature’s children: Lions/ to the research, authorship, and/or publication of this article. pandas. New York: Scholastic. Martin, B., Jr. (1967). Brown bear, brown bear, what do you see? Funding New York: Henry Holt. Mayhew, J. (2004). Who wants a dragon? London, England: The author(s) received no financial support for the research and/or Orchard. authorship of this article. McCann, J. L. (2002). Scooby-doo and the trick-or-treat thief. New York: Scholastic. References Moore, C. C. (1990). The night before Christmas. New York: Allington, R. L. (1994). The schools we have, the schools we need. Random House Books for Young Readers. The Reading Teacher, 48, 14-29. Muldrow, D. (1993). Walt Disney’s Dumbo: The circus baby. Applebee, A. N. (1993). Literature in the secondary school: Studies Golden sturdy shape book. New York: Golden Books. of curriculum and instruction in the United States (NCTE Muldrow, D. (2000). Career series: My favorite teacher. New Research Report No. 25). Urbana, IL: National Council of York: Golden Books. Teachers of English. O’Connor, J. (2007). Fancy Nancy and the posh puppy. New York: Applebee, A. N., Langer, J., Nystrand, M., & Gamoran, A. (2003). HarperCollins. Discussion-based approaches to developing understanding: O’Connor, J. (2009). Fancy Nancy: Tea parties. New York: Classroom instruction and student performance in middle and HarperCollins. high school English. American Educational Research Journal, Omartian, S. (2005). The power of a praying kid. Eugene, OR: 40, 685-730. doi:10.3102/00028312040003685 Harvest House. Atkinson, P., & Hammersley, M. (1994). Ethnography and par- Park, B. (2005). Junie B., first grader: Boo . . . and I mean it! New ticipant observation. In N. K. Denzin & Y. S. Lincoln (Eds.), York: Random House Books for Young Readers. Handbook of qualitative research (pp. 248-261). Thousand Park, B. (2005). Junie B., first grader: Shipwrecked. New York: Oaks, CA: Sage. Random House Books for Young Readers. Beck, I. L., & McKeown, M. G. (2007). Increasing young low- Parr, T. (2009). It’s okay to be different. New York: Little, Brown, income children’s oral vocabulary repertoires through rich and & Company. focused instruction. The Elementary School Journal, 107, 251- Prelutsky, J. (2006). I’m glad I’m me: Poems about you. New York: 271. doi:10.1086/511706 Scholastic. Bedard, C., & Fuhrken, C. (2011). Writing for the big screen: Priddy, R. (2002). My big truck book. New York: Priddy Books. Literacy experiences in a moviemaking project. Language Robinson, H. (2005). Batty Betty’s spells. Citrus Heights, CA: Arts, 89(2), 113-124. Brighter Child. Bernstein, M. R. (1955). Relationship between interest and read- Rosenbloom, J., & Artel, M. (2007). A little giant book: Tongue ing comprehension. Journal of Educational Research, 49, twisters. New York: Sterling. 283-288. Ross, J. T. (1990). Getting to know nature’s children: Loons/Black Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for bears. New York: Scholastic. education: An introduction to theories and methods (5th ed.). Seuss, Dr. (1960). Green eggs and ham. New York: Random House Boston, MA: Allyn & Bacon. Books for Young Readers. Calkins, L. M. (2000). The art of teaching reading. Upper Saddle Seuss, Dr. (1962). Dr. Seuss’s sleep book. New York: Random River, NJ: Allyn & Bacon. House Books for Young Readers. Carson, B. (1990). Gifted hands. Grand Rapids, MI: Zondervan Seuss, Dr. (1963). Hop on pop. New York: Beginner Books. Books. Seuss, Dr. (1990). Oh, the places you’ll go! New York: Random Coles, R. (1989). The call of stories: Teaching and the moral imagi- House. nation. New York, NY: Houghton Mifflin. Seuss, Dr. (1996). Dr. Seuss’s ABC: An amazing alphabet book! Collins, R. (2004). Growing readers: Units of study in the primary New York: Random House Books for Young Readers. classroom. Portland, ME: Stenhouse. Seuss, Dr. (2005). One fish, two fish, red fish, blue fish. New York: Cooper, P. M. (2007). Teaching young children self-regulation Random House Books for Young Readers. through children’s books. Early Childhood Education Journal, Seuss, Dr., & McKie, R. (1969). My book about me. New York: 35, 315-322. Random House. 12 SAGE Open Csikszenthmihalyi, M. (1990). Literature and intrinsic motiva- Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching tion. Daedalus, Journal of the American Academy of Arts & comprehension to enhance understanding. Portland, ME: Sciences, 119, 115-140. Stenhouse. Daniels, H. (2002). Literature circles: Voice and choice in book Heath, S. B. (1986). Separating “things of the imagination” from clubs and reading groups. Portland, ME: Stenhouse. life: Learning to read and write. In W. H. Teale & E. Sulzby Dwyer, J., & Neuman, S. B. (2008). Selecting books for chil- (Eds.), Emerging literacy: Writing and reading (pp. 156-172). dren birth through four: A developmental approach. Early Norwood, NJ: Ablex. Childhood Education Journal, 35, 489-494. Heath, S. B. (2012). So, what’s it about? Your book, I mean? Eeds, M., & Wells, D. (1989). Grand conversations: An exploration Journal of Adolescent & Adult Literacy, 56, 266-270. of meaning construction in literature study groups. Research in Heller, F. M. (1940). Free reading in junior high school. Educational the Teaching of English, 23, 4-29. Research Bulletin, 19, 217-222. Eichelberger, F. T. (1989). Disciplined inquiry: Understanding and Hidi, S. (1990). Interest and its contribution as a mental resource for doing social research. New York, NY: Longman. learning. Review of Educational Research, 60, 549-571. Farrell, E. (1982). SSR as the core of a junior high reading program. Hunt, L. (1971). The effect of self-esteem, interest, and motiva- Journal of Reading, 26, 48-51. tion upon independent, instructional, and frustrational levels. Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first Reading Teacher, 24, 146-151. teaching for all children. Portsmouth, NH: Heinemann. Johnson, M. H. (2008). Developing verbal and visual literacy Galda, L., Ash, G. E., & Cullinan, B. (2001). Research on chil- through experiences in the visual arts: 25 tips for teachers. dren’s literature. Reading Online, 4(9), 1-42. Young Children, 63(1), 74-79. Galda, L., Rayburn, S., & Stanzi, L. C. (2000). Looking through Keene, E., & Zimmerman, K. (1997). Mosaic of thought. the faraway end: Creating a literature-based reading curricu- Portsmouth, NH: Heinemann. lum with second graders. Newark, DE: International Reading Krashen, S. D. (2004). The power of reading: Insights from Association. research. Portsmouth, NH: Heinemann. Galda, L., Shockley, B., & Pellegrini, A. D. (1995). Sharing lives: LaBrant, L. L. (1936). An evaluation of free reading in grades Reading, writing, talking, and living in a first grade classroom. 10-12. Columbus, OH: State University Press. Language Arts, 72, 334-339. Langer, J. A. (1995). Envisioning literature: Literary understand- Gambrell, L. B. (1996). Creating classroom cultures that foster ing and literature instruction. New York, NY: Teacher’s reading motivation. The Reading Teacher, 50, 14-25. College Press. Gardner, H. (2006). Multiple intelligences: New horizons. New Langer, J. A., & Applebee, A. N. (1988). Speaking of knowing: York, NY: Basic Books. Conceptions learning in academic subjects. Academic learning Gilligan, C., Brown, L. M., & Rogers, A. G. (1989). Psyche embedded: in high school subjects. Final report (Grant No. G008610967, A place for body, relationships, and culture in personal theory. In ERIC Document Reproduction Service No. ED 297336). A. Rubin, R. Zuker, R. Emmons, & S. Frank (Eds.), Studying Washington, DC: U.S. Department of Education, Office of persons and lives (pp. 86-147). New York, NY: Springer. Educational Research and Improvement. Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Langford, J. C., & Allen, E. G. (1983). The effects of USSR on Chicago, IL: Aldine. students’ attitudes and achievement. Reading Horizons, 23, Glesne, C., & Peshkin, A. (1992). Beginning qualitative research- 194-200. ers: An introduction. White Plains, NY: Longman. Lawrence-Lightfoot, S., & Davis, J. H. (1997). The art and science Good, R. H., & Kaminski, R. A. (2002). Dynamic indicators of of portraiture. San Francisco, CA: Sage. basic early literacy skills (6th ed.). Eugene, OR: Institute for Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury the Development of Educational Achievement. Park, CA: Sage. Greene, M. (1995). Releasing the imagination: Essays on educa- Lindfors, J. (1991). Children’s language and learning (2nd ed.). tion, the arts, and social change. New York, NY: Jossey-Bass. Boston, MA: Allyn & Bacon. Greene, M. (2001). Variations on a blue guitar. New York, NY: Manning, G. L., & Manning, M. (1984). What models of rec- Teachers College Press. reational reading make a difference? Reading World, 23, Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evalua- 375-380. tion. Newbury Park, CA: Sage. Marshall, J. (2000). Research on response to literature. In M. Kamil, Guthrie, J. T. (2002). Preparing students for high-stakes test tak- P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of ing in reading. In A. E. Farstrup, & S. Samuels (Eds.), What reading research: Volume III (pp. 381-402). Mahwah, NJ: research has to say about reading instruction (3rd ed., pp. 370- Lawrence Erlbaum. 391). Newark, NJ: International Reading Association. Maykut, P., & Morehouse, R. (1994). Beginning qualitative Guthrie, J. T., Hoa, A. L. W., Wigfield, A., Tonks, S. M., Hummenick, N. M., & Littles, E. (2007). Reading motivation research: A philosophic and practical guide. Washington, DC: and reading comprehension growth in the latter elementary Falmer Press. years. Contemporary Educational Psychology, 32, 282-313. McGee, L. (1992, December). First graders’ responses to literature doi:10.1016/j.cedpsych.2006.05.004 in grand conversations: Exploring shared meaning construc- Guthrie, J. T., & Wigfield, A. (2000). Motivation and engagement tion. Paper presented at the National Reading Conference, San in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & Antonio, TX. R. Barr (Eds.), Handbook of reading research: Volume III (pp. Nell, V. (1988). The psychology of reading for pleasure: Needs and 403-422). Mahwah, NJ: Lawrence Erlbaum. gratification. Reading Research Quarterly, 23, 6-50. Hardman, M., & Jones, L. (1999). Sharing books with babies: Evaluation Neuman, S. B., & Wright, T. (2007). Reading to your child. New of an early literacy intervention. Educational Review, 51, 221-229. York, NY: Scholastic. Weih 13 Ng, M. M., Guthrie, J. T., Van Meter, P., McCann, A., & Alao, Siegel, M. (2006). Rereading the signs: Multimodal transformations S. (1998). How do classroom characteristics influence intrinsic in the field of literacy education. Language Arts, 84, 65-77. motivation for literacy? Reading Psychology, 19, 319-398. Sipe, L. R. (1997). Children’s literature, literacy, and literary under- Paley, V. G. (1981). Wally’s stories: Conversations in the kinder- standing. Journal of Children’s Literature, 23, 6-19. garten. Cambridge, MA: Harvard University Press. Sipe, L. R. (1998a). How picture books work: A semiotically framed Paley, V. G. (1990). The boy who would be a helicopter: Uses theory of text-picture relationships. Children’s Literature in of storytelling in the classroom. Cambridge, MA: Harvard Education, 29, 97-108. University Press. Sipe, L. R. (1998b). Individual literary response styles of young Pantaleo, S. (2002). Grade 1 students meet David Wiesner’s three children. National Reading Conference Yearbook, 47, 76-89. little pigs. Journal of Children’s Literature, 28(2), 72-84. Sipe, L. R. (2000). The construction of literary understanding by Pantaleo, S. (2003). “Godzilla lives in New York”: Grade 1 stu- first and second graders in oral response to picture storybook dents and the peritextual features of picture books. Journal of read-alouds. Reading Research Quarterly, 35, 252-275. Children’s Literature, 29(2), 66-77. Sipe, L. R. (2002). Talking back and taking over: Young children’s Pantaleo, S. (2004). Exploring grade 1 students’ textual connections. expressive engagement during storybook read-alouds. The Journal of Research in Childhood Education, 18, 211-225. Reading Teacher, 55, 476-483. Patton, J. A. (2001). The aesthetic and efferent pedagogical stances Sloan, G. D. (2002). Reader response in perspective. Journal of and perspectives of high school English teachers during the Children’s Literature, 28(1), 22-30. study of literature (Unpublished doctoral dissertation). Texas Spradley, J. P. (1980). Participant observation. New York, NY: Woman’s University, Denton. Holt, Rinehart & Winston. Patton, M. Q. (1990). Qualitative evaluation and research methods Stoodt-Hill, B. D., & Amspaugh-Corson, L. B. (2009). Children’s (2nd ed.). Newbury Park, CA: Sage. literature: Discovery for a lifetime (4th ed.). Boston, MA: Pitcher, S., Lettie, K., Albright, C., Walker, N., Seunarinesingh, Allyn & Bacon. K., Moggie, S., . . .Dunston, P. (2007). Assessing adolescents’ Taylor, S. T., & Bogdan, R. (1984). Introduction to qualitative motivation to read. Journal of Adolescent & Adult Literacy, research methods: The search for meanings (2nd ed.), New 50, 378-396. York, NY: Wiley. Rand Corporation. (2002). Reading for understanding: Toward an R & Turner, J., & Paris, S. G. (1995). How literacy tasks influence chil- D program in reading comprehension. Washington, DC: Author. dren’s motivation for literacy. The Reading Teacher, 48, 662-673. Raphael, T. E., & McMahon, S. I. (1994). Book club: An alterna- Vygotsky, L. S. (1978). Mind in society: The development of higher tive framework for reading instruction. The Reading Teacher, psychological processes. Cambridge, MA: Harvard University 48, 102-116. Press. Richardson, L. (1994). Writing: A method of inquiry. In N. K. Welty, E. (1984). One writer’s beginnings. Cambridge, MA: Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative Harvard University Press. research (pp. 516-529). Thousand Oaks, CA: Sage. Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s moti- Rosenblatt, L. M. (1969). Pattern and process—A polemic. English vation for reading to the amount and breadth of their reading. Journal, 58(7), 1005-1012. Journal of Educational Psychology, 89, 420-432. Rosenblatt, L. M. (1978). The reader, the text, the poem: The trans- Wiseman, D. L., Many, J., & Altieri, J. (1992). Enabling com- actional theory of the literary work. Carbondale: Southern plex aesthetic responses: An examination of three literary Illinois University Press. discussion approaches. In C. Kinzer & D. J. Leu (Eds.), Rosenblatt, L. M. (1982). The literary transaction: Evocation and Literacy research, theory, and practice: Views from many response. Theory Into Practice, 21, 268-277. perspectives (pp. 283-289). Chicago, IL: National Reading Rosenhouse, J., Reitelson, D., Kita, B., & Zahava, G. (1997). Conference. Interactive reading aloud to Israeli first graders: Its contribution to Worthy, J. (1996a). A matter of interest: Literature that hooks reluc- literacy development. Reading Research Quarterly, 32, 168-183. tant readers and keeps the reading. The Reading Teacher, 50, Roser, N. L., & Martinez, M. G. (1995). Book talk and beyond: 204-212. Children and teachers respond to literature. Newark, DE: Worthy, J. (1996b). Removing barriers to voluntary reading for International Reading Association. reluctant readers: The role of school and classroom libraries. Sadoski, M. (1984). SSR, accountability, and effective reading. Language Arts, 73, 483-492. Reading Horizons, 24, 52-66. Worthy, J., Turner, M., & Moorman, M. (1998). The precarious Schiefele, U. (1991). Interest, learning, and motivation. place of self-selected reading. Language Arts, 75(4), 296-304. Educational Psychologist, 26, 299-323. doi:10.1207/ Zarillo, J., & Cox, C. (1992). Efferent and aesthetic teaching. In J. s15326985ep2603&4_5 Many & C. Cox (Eds.), Reader stance and literary understand- Schwandt, T. A. (1994). Constructivist, interpretivist approaches to ing: Exploring the theories, research, and practice (pp. 235- human inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook 249). Norwood, NJ: Ablex. of qualitative research (pp. 118-137). Thousand Oaks, CA: Sage. Serafini, F. (2003). Informing our practice: Modernist, transac- Author Biography tional, and critical perspectives on children’s literature and Timothy G. Weih, PhD, is an associate professor of education at reading instruction. Reading Online, 6(6), 1-7. the University of Northern Iowa, Cedar Falls, USA. He teaches lit- Serafini, F. (2011). When bad things happen to good books. The eracy methods courses and his research interests focus on the natu- Reading Teacher, 65, 238-241. ral relationships children and youth develop with the literacy, both Short, K. G., & Pierce, K. M. (1990). Talking about books: Creating new and old, they choose for their leisure enjoyment. literate communities. Portsmouth, NH: Heinemann. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png SAGE Open SAGE

Revealing Relationships: First Graders Share Personal Literature

Weih, Timothy G.
SAGE Open , Volume 4 (2): 1 – Apr 2, 2014
Download PDF
13 pages

Loading next page...
 
/lp/sage/revealing-relationships-first-graders-share-personal-literature-VYENNn1dX9

References (165)

Publisher
SAGE
Copyright
Copyright © 2022 by SAGE Publications Inc, unless otherwise noted. Manuscript content on this site is licensed under Creative Commons Licenses.
ISSN
2158-2440
eISSN
2158-2440
DOI
10.1177/2158244014529438
Publisher site
See Article on Publisher Site

Abstract

Literature holds the potential to significantly influence the lives of readers, but what is the nature of this influence for very young readers? This study investigated the question “What are the relationships between beginning readers and their personal literature?” A first-grade class of 18 students individually assembled a collection of personal literature, that is, literature that they chose to read for their own purposes, and shared their literature during presentations to the class. Data collection included observational field notes, multiple forms of literature, audio recordings, and photographs. The data were analyzed using the constant comparative method. The findings indicated four main outcomes: Students’ personal literature is a reflection of who they are as a child within a family structure; students’ personal literature brings them comfort; students’ personal literature is a reflection of their inner desires; and students’ personal literature is selected for their entertainment. The theoretical and practical implications of the study are discussed. Keywords children’s literature, reader response, personal literature, beginning readers, reader interest, book choice, reading material, reading motivation, elementary education, multiple literacies, first-grade students What happens so often within the context of literature Introduction selection is that there is a contradiction between what stu- In the early stages of literacy growth and development, dents view as literature worthy of reading for enjoyment and young children make critical decisions about what they like what teachers view as important and necessary to read for the and do not like to read, view, or listen to when it comes to sake of learning (Applebee, 1993; Langer & Applebee, 1988; literature (Dwyer & Neuman, 2008). Babies, by 6 months, J. A. Patton, 2001; Zarillo & Cox, 1992). Many teachers feel already have the fine motor, visual, language, and hearing pressured to restrict students’ choices to reading books that capacities to enjoy listening to literature (Hardman & Jones, they consider challenging, presenting new information or 1999). I recall my youngest son, before he could verbalize vocabulary, or books from an approved reading list, for the his tastes, would slap or kick out of my hands an undesired sake of making the reading count (Worthy, Turner, & book that I was about to read to him to the floor. Frequently, Morrman, 1998). my elementary students would either cheer or groan when I Past research has confirmed that students who are allowed held up a book that I was going to read aloud to them. To to choose their own reading materials are more motivated to think that critical tastes in reading material only develops read, expend more effort, and gain better understanding of over time or is dependent on the child being able to read the text (Gambrell, 1996; Guthrie et al., 2007; Schiefele, ignores what we have experienced firsthand as parents and 1991). A student’s personal involvement in reading is an teachers. Children use all of their senses, where emotion and essential component of avid reading (Csikszenthmihalyi, intellect unite to make meaning of the world around them 1990; Nell, 1988) and is a significant influence in the devel- (Welty, 1984). Personal interest in literature is determined in opment of the reading processes (Allington, 1994). Following large part by the personality of the reader, the characteristics a survey of middle school students’ attitudes toward reading, of the text, and the interaction between the two (Bernstein, Worthy (1996a) concluded, “. . . that [student] interest must 1955) as well as background knowledge (Rosenblatt, 1978). Some research has demonstrated that students select their favorite literature based on psychological factors such as University of Northern Iowa, Cedar Falls, IA, USA novelty, surprise, and the unexpectedness of events and/or Corresponding Author: ideas (Hidi, 1990), whereas other research has implicated Timothy G. Weih, University of Northern Iowa, 1227 West 27th Street, that students’ personal choices in literature relates more to Cedar Falls, IA 50614, USA. the genre and format of the text (Worthy, 1996a, 1996b). Email: timothy.weih@uni.edu 2 SAGE Open be a primary factor in book selection. If it is not, many stu- multimodal approaches to learning (Gardner, 2006), trans- dents will choose not to read outside of school” (p. 211). mediation (Siegel, 2006), and aesthetic responses to texts Heath (2012) contended that students’ special interests often (Greene, 2001; Johnson, 2008). lead them into reading a broad range of texts, including more When students’ needs are met through reading, this is genres than students read from previous decades. something that they want not only to repeat but also to share We know that when students are excited about what they with each other. It is through these student exchanges that are reading, they quite naturally want to share their experi- students learn to understand themselves and those around ences with others. It is through this social interaction or com- them (Rosenblatt, 1982). Teachers can arouse students’ emo- munication with others that students find out about interesting tions by reading aloud to them stories that build excitement, literature, thereby piquing their curiosity and increasing their intrigue, mystery, and that are laced with juvenile humor. confidence in their ability to succeed in reading (Applebee, Teachers will know that students are fully engaged in a story Langer, Nystrand, & Gamoran, 2003; Turner & Paris, 1995). when they look up from a read aloud book and see their stu- Researchers have found that instruction that incorporates dents’ wide-eyes, open mouths, and tense bodies. And, when social interaction about text increases students’ motivation to this moment is experienced, what a pure joy it is! Most read and reading comprehension achievement (Guthrie et al., importantly, teachers can capitalize on their students’ emo- 2007; Ng, Guthrie, Van Meter, McCann, & Alao, 1998). tions to lead them into deeper understandings of the mean- Heath (2012) further confirmed that students sought out each ings expressed within the literature (Eeds & Wells, 1989). other in relation to their shared literacy interests, and friend- With the focus of reading education today being on pre- ships grew, based on the amount of time any chosen friend paring students to take high-stakes tests, children’s literature was willing to put into exploring expertise with different is being used for comprehension skill instruction, instead of forms of literacy. for the aesthetic connections that students could be making Reading achievement and positive student attitudes about (Guthrie, 2002). If children are going to become lifelong reading have both been linked to time spent reading self- readers, they need to experience the value that literature selected reading materials during school (Carson, 1990; holds for them. They need to be drawn to a good book like a Farrell, 1982; Heller, 1940; Hunt, 1971; LaBrant, 1936; bee to a sweet smelling flower. They need to get something Langford & Allen, 1983; Manning & Manning, 1984; out of the story that feeds and develops their imaginations, in Sadoski, 1984). However, instructional programs such as essence, they need to be pulled into the story and become one Sustained Silent Reading, Drop Everything and Read, Free with the story. Stories engage readers in experiencing fear, Voluntary Reading, and Uninterrupted Sustained Silent anguish, loneliness, along with joy and excitement as readers Reading have been pushed aside and replaced with skills they imagine themselves living through what the characters instruction and test preparations (Worthy et al., 1998). are facing in the story. Equally important, there is a sense of Teachers are being pressured to demonstrate student achieve- power and accomplishment for the reader as the protagonist ment through high-stakes tests. Therefore, teachers are pre- succeeds through his or her endeavors. In addition, the reader paring their students to take these tests rather than building experiences the feelings of success that come from finishing lifelong aspects of reading enjoyment within their students a whole real book. (Stoodt-Hill & Amspaugh-Corson, 2009). To highlight this If children’s primary experience with reading is for skills quandary, Serafini (2011) so aptly said, “Lifelong readers do instruction, they will see reading as a chore and something not pick up books to get better at reading” (p. 241). only connected to schoolwork (Gambrell, 1996). Heath Classrooms have seen an upsurge in comprehension strat- (1986) argued that developing a child’s imagination through egy instruction using children’s literature as the primary reading was the necessary component for comprehension source of material (Calkins, 2000; Collins, 2004; Daniels, and textual interpretation, and therefore, teaching to the 2002; Fountas & Pinnell, 1996; Harvey & Goudvis, 2000; imagination through children’s literature should be the goal Keene & Zimmerman, 1997). This move no doubted was of reading instruction. Vygotsky (1978) claimed that imagi- fueled by the need for students to show adequate progress in native thinking is the precursor of abstract thought. Children’s high-stakes comprehension tests. Another area of concern is imaginative play leads to the creation of a zone of proximal the use of reading basals as well as reading strategy manuals, development that enhances problem-solving skills beyond which tend to lump reading instructional strategies together what the child currently is capable. Cooper (2007) indicated without regard to matching text type or genre to the appropri- that imaginative play and imaginative literature are con- ate strategy. Story-related activities that would influence stu- nected through their mutual support for problem solving and dents to connect emotionally to the text might include other developmental areas. In addition, researchers such as dramatization (see Paley, 1981, 1990), visual representations Coles (1989) and Greene (1995) admonished the necessity of of the story which could take the form of graphic arts or mul- imaginative literature for the promotion of self-awareness, timedia formats (see Bedard & Fuhrken, 2011), peer discus- creation of new knowledge, and the awareness of social sions, poetic interpretations, and community service projects. aims. Teachers who understand the need for children to Through these types of responses, students are engaged in express their imaginations can supplement and integrate Weih 3 children’s literature with commercially published literacy very complex, and one that is even more difficult with very curriculum (i.e., textbooks, manuals, and workbooks) and young students. Therefore, observations regarding the per- guide children to experience authentic, lived-through sonal literature that students choose to read and developing engagement with a literature that would influence them to observational notes about their choices are the most valid create the literary relationships necessary to foster a lifetime ways to identify underlying relationships (Stoodt-Hill & of reading desire and enjoyment. Amspaugh-Corson, 2009). Is there a way that teachers can prepare students for tests and at the same time, incorporate students’ reading interests Method in the classroom? There is, if we realize that we are teaching children, who have feelings, thoughts, needs, and wants. In The goal of the study was to describe and interpret social consideration to meet their needs and ours, we need to respect phenomena in a natural setting (Schwandt, 1994). Therefore, and include our students’ personal choices in literature into the study utilized the constructivist paradigm of being our classroom environment and into our curriculum. We then descriptive, qualitative, and naturalistic (Lincoln & Guba, are in a position of negotiating a balance with our students 1985). Atkinson and Hammersley (1994) explained that between literature we assign and literature that our students researchers are not understood simply as objective cameras choose to read for pleasure (Worthy, 1996a). for recording data, but rather interpret the data through the Literature holds the potential to significantly influence perspectives of their own subjectivities and intellectual back- the lives of readers, but what is the nature of this influence grounds, and become part of the context they are studying. for very young readers? The purpose of this present study Glaser and Strauss (1967) explained that researchers who act was to discover the relationships between beginning readers from the constructivist research paradigm do not approach and their personal literature, thereby shedding light on this data with rigid expectations, but rather build a grounded the- influence and revealing why they make the choices when ory based on the conceptual relationships they construct selecting literature to read. This study is significant in that it from the data. examined relationships formed naturally between the reader and the literature, rather than categorizing types of literature The School responses. Although there is a large body of research on elementary The study was conducted over the course of 4 months in a students’ responses to literature (Marshall, 2000), few first-grade classroom located in a public elementary school researchers have examined the responses of first-grade stu- (kindergarten through fourth grade), located in a rural, dents, and even fewer have investigated the possible rela- working-class, Midwestern community of approximately tionships between young children and their self-selected 10,000 people. The secretary of the school gave me the fol- literature. Sipe (1997, 1998a, 1998b, 2000, 2002) studied lowing demographic information for the school: 93% first-grade children’s responses to teacher read alouds of pic- Caucasian, 5% Hispanic, and 2% African American. ture books. His research was focused on analyzing and cate- Nineteen percent of the student population qualified for free gorizing oral responses to demonstrate students’ construction and reduced lunches, and 1% were students with limited of literary understandings, individual response styles, and English proficiency. The school had an articulated mission to types of responses. Pantaleo’s (2002, 2003, 2004) research provide engaging curriculum in a caring school community centered on first-grade students’ responses to specific fea- by providing a variety of multicultural experiences, promot- tures of picture books that were read aloud to them. In both ing career awareness, fostering appreciation of the arts, help- these bodies of research, adults selected the literature and ing children understand the importance of demonstrating read the literature aloud to the students. There is a paucity in good character traits, and heighten civic involvement through research examining students’ reading interests, especially service to the broader community. The school was purpose- young students, and why they select the literature they fully chosen (M. Q. Patton, 1990), because the phenomenon choose to read on their own. One of the possible reasons to be studied—the relationships between children and their could be that young students do not have the language base personal literature—was likely to be revealed at this site. that is strong enough to allow them to participate in deep discussions (Beck & McKeown, 2007); therefore, we need to Teacher and Researcher rely on what empirical evidence we can to determine the responses and relationships that they are forming with their The classroom teacher, Caroline (pseudonyms used through- personal literature (self-selected literature). This study inves- out), was in her eighth year of teaching. Her teacher prepara- tigated the question: What are the relationships between tion program had emphasized the constructivist approach beginning readers and their personal literature? What stu- that involved children in actively constructing their own dents choose to read is highly individualized and varies from meaning and the use of children’s literature for teaching reader to reader (Galda, Ash, & Cullinan, 2001). reading. Her master’s program had also focused on using Understanding the relationships between reader and text is children’s trade books in the classroom and the importance 4 SAGE Open of engaging children in literature discussions. She continued that came to me and thoughts that I had regarding the to expand her own extensive collection of children’s litera- students’ responses, especially their nonverbal behavior ture that she implemented in her classroom. (Glesne & Peshkin, 1992). As the researcher, I added my own background to the social context of the classroom. My teaching experience Literature. The students were asked to assemble a collection included 14 years as an elementary classroom teacher and 6 of personal literature from home or school (meaning litera- years as a university professor. Because of our shared ele- ture that they select and read on their own). They were mentary teaching background, philosophy of teaching, and encouraged to discuss the literature at home with their fami- knowledge of children’s literature, Caroline and I were able lies, and then bring the literature to class to share during indi- to easily work together. My role as a researcher ranged on the vidual presentations. The students were not limited in what continuum of participate-observation (Spradley, 1980). they chose, but they were asked to only bring between three When Caroline read aloud to the children, I functioned as an to five items to allow enough time for everyone to share. The observer, but my role shifted to active participant when I read published literature that the students brought was docu- aloud to the children. mented (see appendix), and in addition to published litera- ture, the students also shared biographical photo-journals, hand-written cards, letters, and notes from family members. The Students The classroom students were a heterogeneous group of 10 Audio recordings. The students were audiotaped during their boys and 8 girls, all of Anglo European ethnicity. Based on sharing of personal literature to obtain the best possible the results of the Dynamic Indicators of Basic Early Literacy record of their words (M. Q. Patton, 1990). The students Skills (Good & Kaminski, 2002) assessment, this class had spoke in their own words to describe why they chose the seven students reading below grade level, eight at grade selection of literature to share and what the literature meant level, and three above. All but one student’s parents gave to them, they were not prompted and discussion was not informed consent (Eichelberger, 1989). The parents of this scaffolded by the teacher or myself. The students told their one student wanted their child to be involved with all phases own story. of the project, but did not want pictures or audio recordings made. Photographs. I took photographs of the students while they were sharing their personal literature. The photographs pro- vided rich descriptive data that were used to understand and The Classroom Context interpret the nonverbal expressions of the children (Bogdan The classroom was organized with tables, books, and sup- & Biklen, 2007). When words may be lacking with young plies, so as to allow and encourage the students to work children, facial and body language can tell the rest of the together in small groups in workshop areas (Lindfors, 1991). story. In the mornings, students were engaged in writing stories, reading books related to a theme being studied, creating art Phases of data collection. The study was organized in a series projects, and other literature-related activities. While these of phases over 4 months. During the first phase, the goals workshop activities were happening, Caroline taught small were to gather data specifics about the school, teacher, and group lessons based on students’ literacy needs. It was during students. During the second phase, I entered the classroom this language arts block that the data for the study were and gathered data relating to the classroom’s culture, rou- collected. tines, and appearance. It was during this phase that plans were made between the teacher and me for the students’ shar- ing event. The last phase of the data collection was the stu- Data Collection dents’ sharing of their personal literature. This is when the Observational field notes. I kept a researcher’s journal students were audiotaped and photographed while sharing. (Maykut & Morehouse, 1994) in which I wrote various types of field notes throughout the study. I wrote descriptive notes The sharing event. The students were given the task to assem- about the context of the setting, including the appearance of ble a collection of about three to five items of literature from the classroom and the activities of the students and teacher home and/or school that were important to them and to bring (Bogdan & Biklen, 2007). I recorded reflective notes regard- the literature to school for the purpose of sharing with their ing my ideas for the procedures for the study, which would classmates what the literature was and why they selected it. best fit into the social context of the classroom (Richardson, The sharing took place during one language arts block of 1994). I wrote summaries of conversations between Caroline time (i.e., approximately between 8:20 a.m. and 12:20 p.m.), and me, which later served as member checks (Guba & which was normally broken up with a recess and lunch break. Lincoln, 1989). While the students were involved in the Students were told that they would have approximately event of sharing their personal literature, I wrote questions 5-min to make their presentations to the class. Students sat in Weih 5 a semi-circle facing a small table and chair, and they volun- for the subtle meanings and complex perspectives expressed teered to come to the front of the circle to share. in the data. This is also described by Lawrence-Lightfoot and Davis (1997) as instead of listening to a story, I was listening for a story. Data Analysis Preparation of the data for analysis. To make the data col- Inductive category coding. During this phase of the data analy- lected during the duration of the study readable, workable, sis, I selected the prominent ideas from the discovery list. and to provide for trustworthiness, the taped sharing event Each of these became a provisional category. The unitized and comments the students made were transcribed, the stu- data cards were then grouped under each category using the dents’ personal literature was documented, the researcher’s look/feel-alike criteria advanced by Lincoln and Guba journal was typed, and the photographs were printed. Each (1985). page of data was coded in the upper-right-hand corner and included the types of data, the source of the data, and the Rules of inclusion. After several data cards had been grouped page number (Maykut & Morehouse, 1994). under a category, I examined them to determine the overall meaning contained within them. This information, or rule of Unitizing. The next phase of data analysis was to identify the inclusion, was then written as a propositional statement of units of meaning contained within the data. Lincoln and fact grounded in the data (Taylor & Bogdan, 1984), and used Guba (1985) described a unit of meaning as the smallest to either include or exclude subsequent data cards for each piece of information about something that can be understood category. without any additional details other than knowledge of the broader context from which it came. Unitizing is part of the Coding data cards. Once the rule of inclusion was summa- constant comparative method of qualitative data analysis rized from the data and the remaining data cards are included (Glaser & Strauss, 1967; Lincoln & Guba, 1985). Maykut or excluded from a category depending on its rule of inclu- and Morehouse (1994) explained that the constant compara- sion, data cards were then coded to their rule-based catego- tive method, identifying and categorizing specific units of ries. This code was then written at the top of all the data cards information and comparing the units with previous informa- included in that particular cluster. tion, provides the researcher with a clear direction for engag- ing in analysis of a quantity of data that is both challenging Examining relationships and patterns across categories. My and illuminating. focus for the next phase of analysis in the constant compara- Once all the data were put into a workable form, I gath- tive analysis process was to look closely at the relationships ered several packages of blank 4” × 6” index cards, scissors, between categories and study the propositions for those that tape, pencils, and colored highlighters. I carefully read stood alone or formed salient relationships and patterns through the written materials and photographs three different (Maykut & Morehouse, 1994). During this process, it became times looking for repetitive refrains (Lawrence-Lightfoot & evident that some of the categories shared ideas that were Davis, 1997). Within the repetitive refrains, I discerned the related. These ideas were grounded in the data and stood as units of meaning (Maykut & Morehouse, 1994). When a unit evidence of what I was learning from my participants in the of meaning was identified, I circled it with a pencil, and in study and is what led me to the study outcomes. the margin noted the following: the data source, date, partici- pant, page number or photograph number, and a word or phrase to indicate the essence of the unit’s meaning (Maykut Results and Discussion: Defining & Morehouse, 1994). The documents were kept intact during Relationships Between Reader and this phase of the data analysis so that each source could be Text read and viewed in its entirety should further clarification be During the sharing event, students usually summarized the needed. When all of the documents had been unitized, I cut best parts of the literature they brought, would hold up pic- each unit of meaning from the text and taped them onto sepa- tures and illustrations for all classmates to view, and read rate index cards. The next phase of the constant comparative favorite parts aloud. Students took their time while sharing, method of analysis was discovery (Maykut & Morehouse, relishing their moment. While talking, they would frequently 1994). hold the literature close to their bodies, hugging it. When they pulled selections from their bags, there were smiles of Discovery. During the discovery process (Taylor & Bogdan, pure joy spread across their faces as they looked at it, and 1984), I reread the unitized data cards that I had constructed, frequent comments from them were as follows: “I like it.” “It looking for the recurring words, phrases, and concepts that I is special to me.” “I love it!” and “It’s my favorite.” While saw repeated throughout the data. I constructed and recon- reading favorite parts, many students had a look of complete structed a discovery list three different times or took multiple concentration. As witnessed in these students, and also soundings (Gilligan, Brown, & Rogers, 1989) as I searched 6 SAGE Open brought to light in the research of Guthrie and Wigfield got from Texas, it’s called Lucy Goose Goes to Texas, (2000), intrinsic motivation to read is tied to a reader’s plea- and I like it because my grandma got it in Texas. I also sure in reading, which is characterized by excitement, inter- really like this book [holds up a different book] because est, and enjoyment in the act of reading. Classmates reacted my grandma got it for me, and it’s called Five Little with spontaneous, softly spoken utterances such as “cool,” Monkeys Jumping on the Bed. “awesome,” “wow,” “I like that,” and “I have that one.” Joe: This is a book I like, it’s called How I Became a Classmates’ eyes focused on the student sharing, and some- Pirate [holding the book outward, open to an illustra- times they stretched their bodies higher to see the pictures or tion and with a look of glee on his face] and I like it illustrations. Also revealed in these students, and related to because there is a boy with my name and my brother’s what Wigfield and Guthrie (1997) found, was that children’s name together. And, this book is called I Love You the intrinsic motivation in reading includes curiosity and Purplest [holding up a different book], because it’s involvement. about two boys like me and my brother and my mom. Four outcomes emerged from the data analysis process This book is called It’s Okay to be Different, and it and revealed the nature of the relationships that the children teaches you that everybody can be different, like had formed with their personal literature. Each outcome is everybody can have different colors of skin, and differ- discussed below along with the evidence grounding the out- ent moms and dads. comes within the data and past research. Connor: Here is one called My Big Truck Book [a very serious look on his face], and it is very cool ‘cause my Aunt Carrie gave it to me it says To Connor From Aunt Outcome 1: Students’ Personal Literature Is a Carrie, on the back. Reflection of Who They Are as a Child Within a Alyssa: I like this book because my mom made it just for Family Structure me when I was a little baby [this was a photo album/ scrapbook and all the photos and cards had captions This outcome or finding was evidenced in the data by those written in neat cursive, and she was able to read the students who shared family photo albums and read aloud the captions upside down and from the side—she must captions to the pictures. Students read aloud hand-written have had them read to her a lot, because she appeared letters and cards that were sent to them from family members to know them from heart. Her classmates responded living far away. Other students shared and read from books with oohs and aahs]. I like this card from my grandma that family members had selected with the child in mind, because I don’t see her often because it takes her a very signed, and had given to them as gifts. These items of per- long to get to our house. sonal literature were precious to the students who presented Sarah: These are some notes from when my grandma was and read from them. The value of this personal literature to away, and I didn’t get to see her. This is a really special the students could be seen on their faces and heard in their book [holds up a different item] to me because it has voices. This outcome of the present study expands on previ- my name in it, and it has my cousin’s name it, and it ous research from Neuman and Wright (2007), in that the has my brother’s name it. This book is special to me role literature often plays in the lives of children depends on [holds up a different book] because every year I go to why, how, and what their caregivers gave or read to them. my grandma’s and she gives me Christmas presents Moreover, the data that formed this outcome further substan- and my cousin [names her cousin], she gets the same tiate past research from Langer (1995) and Serafini (2003), things as me, and it is called Princess. suggesting that when children read about other children Katie: This is called My Tea Party [she said this with either like them or different from them, they come to under- excitement and sang the words like a song. There was stand and appreciate the world around them with a sharper a whisper from one of her classmates: I have that one, more critical mind. Examples from the data that stood as evi- Katie]. This is my favorite because it gots my friend dence that appeared to be representative of this outcome and grandma’s name in it, and it is really special to me included the following: because it also has my mom’s name in it. This [holding Brody: I like this book because when I was born in the up a different book] is called Tell Me Something Happy hospital, they gave this to me. It is very special to me Before I go to Sleep, and this is me and my brother [hugging it close to his chest] because it has my name [pointing to an illustration in the book of a girl and boy. in it with my mom and dad’s. She meant this figuratively and not in a literal sense]. Derek: This is one of my favorite books because it is all Jake: And this is the title of this: Green Eggs and Ham. about me when I was born. My grandmother ordered it This is special because I used to have it when I was a for me. baby, and I have two of them, because one of them are Jena: This is one of my favorite books it’s called Armadilly my mom’s and one of them are mine. This is Going Chili [smiling with joy] because my grandma got it for Places [holds up a different book] and it is special, is me from Texas. And, this is another one my grandma so special to me [he says this with a lot of emotion], Weih 7 because my grandma got it for me. And this is what my cool because it’s about Heaven, and about Jesus, too. brother gave to me [holds up a different book], it says There are questions on the back that mom reads to me I’m Glad I’m Me: Poems About You by Jack Prelutsky. sometimes. This is one [holds up a different book] that This is Dr. Seuss Sleeping Book [holds up a different I got from my grandma, too, when she got dead, and book]. I love [draws out the word love with long, emo- then I got four, and they’re really special to me because tional emphasis] because my grandma got it for me they’re about Jesus, and there’s grandma in heaven, when I was a baby, and this is by Dr. Seuss, and I got and Jesus will, whenever I get dead, I will see my lots of Dr. Seuss’s books at my house. grandma and my grandpa, and it says Who Is Jesus Bryce: This other one [holds up a book] is special to me [this is the book he is talking about], What is God Like because my grandma gave it to me, and it is Tongue [he drew a different book from his bag], and I can read Twisters. almost all of it. Emma: This is one of my favorites; this is Dumbo The Circus Baby. I really like this [holding it close to her Outcome 2: Students’ Personal Literature Brings chest with an illustration facing outward toward her Them Comfort classmates and pointing to it]. It helps me go to sleep at my grandma’s. This is what I read at my grandma’s Patterns in the data revealed that many students shared and house, and it’s My Favorite Little Book, and it is called read excerpts aloud from books that were given to them by Loving [this is a spiritual book]. It helps me really go family members when they were younger, and said that they to sleep all night. liked to hear the books read to them because it helps them Bryce: I like this book because my mom gave it to me, fall asleep at night. Some students said that they take these and the name is The Power Kid [this is a spiritual book] books with them to the babysitter, and that she reads aloud to and I bring it to my babysitter’s and she reads it to me them when they are feeling lonely and missing their family. all the time. This one reminds me of God [holds up a Other students brought personal spiritual literature and different book], and it is Bible Heroes. shared their favorite stories that made them feel good. The Weston: Raggedy Ann [holds this book up]. I like it students who brought these types of personal literature often because mom read it to me when I was five or six. I held the items close, hugging them, and when they opened Like Myself [holds this book up]. I like it because it the pages, their faces were glowing with affection. The stu- doesn’t matter how you look or matter how you are dents in the study often revealed their response relationships [multiple whispers came from his classmates: I like with their texts through how they behaved while holding this book]. Who Wants a Dragon [holds up a different their literature and what they said about the literature during book]. I really like this book because I, my mom read the sharing time. This outcome builds on previous research to me every single time I want, I want my mom to read by Sipe (2000), indicating that young children spontaneously it to me. It is special to me because I got when I was, show their emotional involvement with literature through since I was in kindergarten. gestures and facial expressions, if not words. Data examples that were categorized into this outcome are given below: Joe: This is a book that my mom used to read to me when Outcome 3: Students’ Personal Literature Is a I was little [holding the book close and gazing it at Reflection of Their Inner Desires with a loving expression] and it’s called No Matter What, and I really like it because my mom used to read Evidence grounded in the data suggested that students’ rela- it to me all the time when I was little. tionship with their personal literature was one in which they Connor: This is called His First Bible. I had it since I was held the desire to learn information from the literature, so two or three or younger, and it is my favorite [a whis- that they could do something with that information. These per came from one of his classmates: I like the manger] literature items included books about hunting, camping, and because it’s way old. children’s encyclopedias about animals. Some students Alyssa: I like this Bible because it is fun [smiling as she brought and read excerpts from advertisement catalogs and gazes at the pages]. It is called The Early Reader’s newspapers that featured their desired collection items. Bible. You’re able to read it all by yourself. It’s really Students not only showed that they desired to obtain certain easy. It is about God and it asks you questions. Like items, but they also wanted to learn more about the items you have to read the book and answer the questions. I from the literature. This evidence from the present study really like reading it. expands on past research from Pitcher et al. (2007), suggest- Jake: This is The Night Before Christmas, and I like ing that children like to read literature that relates to their Christmas, and mom reads it to me when it’s Christmas. personal interests and hobbies to gain more information. This is a really hard book for me to read. This is [holds Examples from the data representing this outcome are as up a different book] What About Heaven and it’s really follows: 8 SAGE Open Derek: I like to read Brain Quest [hugging all his books books were also a favorite source of entertainment for them. close to his chest], because it makes me smarter, and it Books written in a series about children like them or different is a really good thing to read, and I like to read about from them were also very popular. These students expressed mosquitoes, too. I like to learn about things. their joy and happiness as they read excerpts from their per- Natalie: This is a book that I ordered and it is called sonal literature selections, and took pride in their own read- Amazing Dolphins, and I really like this book because ing accomplishments, which could be seen on their faces and I really like dolphins, and I wish I could swim with heard in their expressive voices. It was obvious from listen- them someday, and it is really cool and stuff. ing to them read aloud that they were mimicking the voice Cole: This is one of my favorites to read because I like to inflections of their caretakers who read aloud to them. The go hunting, and it is called Cabela’s Outfitter Catalog data for this outcome indicated that much of the literature [holds up the catalog], and I have Fun With Nature shared was part of a larger body of work, which supports [holds up a book]. It’s really fun because you get to previous research from Stoodt-Hill and Amspaugh-Corson learn about nature. Here are encyclopedias called (2009), suggesting that children like to read and hear read to Getting to Know Nature’s Children: Hippos and Bears them literature that is published in a series. Moreover, evi- [these were two separate books], I like them because dence from the data connects and further builds on past they have a lot of details, and here is another called research from Rosenhouse, Reitelson, Kita, and Zahava Getting to Know Nature’s Children: Lions and Pandas (1997), which suggested that children become familiar with [this was one book], and I like the details, they are the characters and the storylines embedded in the literature, really fun [he said with a smile]. thereby developing a deeper sense of attachment and plea- Connor: This is called the Big Book of Knowledge [a sure. Humor, was another very important patterned relation- whisper came from one of his classmates: I have that ship that emerged from the data, which also connects to book], and it is the coolest, because it had my favorite findings from Stoodt-Hill and Amspaugh-Corson (2009) animals that live in the jungle. which indicated humor is an important element in literature Randy: This is called The Calls of Frogs and Toads, and I that draws children’s interest and aids in developing their picked this book because it has my favorite animals [he sense of literary awareness. Included below are examples showed a picture of a toad and said: Look at their eyes, from the data that represented the categories that formed this they’re like really-whew! He showed a picture of a frog outcome: that he said he would like to catch. He had a very seri- ous look on his face as he gazed at the book, and he Derek: This is a really good magazine because it’s about only brought this one book. It obviously meant a lot to jokes, and I like to focus on things. him]. Brody: This book is my favorite because it’s about Scooby Gavin: This is my Pokémon and Yu-Gi-Oh! card collec- Doo, and I collect Scooby Doo stuff. Scooby Doo is tion [he proudly held up a large 3-ring binder filled scary and funny. with his trading card collection in plastic sleeves and Natalie: I like to read this book it’s called The Missing read a few of them aloud, turning to his favorite pages]. Tooth Mystery. Scooby Doo, because it is very funny, And this is a thing that is really expensive, and I have and I like it so much. I like to read this book called a coupon for five dollars off, and it is really cool [he Butterflies and Caterpillars because I can read it with held up the coupon. It looked like it came from a news- my mom or dad, and I really like it because it’s paper advertisement, but I could not see what the item awesome. was]. Cole: This is one of my favorite books, it’s The Mouse and the Motorcycle, and I like it because it is so funny. Tammy: This is a book called Dr. Seuss’s ABC: An Outcome 4: Students’ Personal Literature Is Self- Amazing Alphabet Book, and it’s funny because it does Selected for Their Entertainment different stuff, because it does a lot of different things Through the refinement of data, there emerged the outcome that are funny, and sometimes my mom reads it to me. that many students shared and read from personal literature This one is called Batty Betty’s Spells, it’s like funny that reflected their own personal joys in being entertained. because it has a cat in it, and it like changes different Some of this literature was enjoyed simply because they colors, and it’s very funny [smiling with joy]. This were easily capable of reading it by themselves, such as joke book is called Go Dogs Go, and they have a dog party, books and poetry books that sounded funny when they read and it is very funny, too. They have a dog party [she them aloud. Students that shared these books frequently read raises her voice for emphasis, and her classmates laugh aloud to their listening classmates the jokes or word phrases about the book]. This is a colorful book, it’s called that they enjoyed the most. Some of the literature catego- Good Night Sweet Butterflies: A Colorful Dreamland. rized with this outcome were activity booklets centered on Sometimes me and my mom find all the yellow stuff in their favorite hobbies. Weird, strange, and colorful picture there, and that’s what we do, and they have red, and we Weih 9 do this too, like the yellow, we look for all the red, and that represents them, their families, and their cultures. With that is why I picked this, and that is why I like this. this in mind, it is important for teachers to seek out informa- Connor: Here is a SpongeBob called Bubble Blowers, tion about the families and cultures within the classroom Beware! It is kind of funny [a whisper comes from one context and build on this knowledge by selecting and inte- of his classmates: I know]. grating literature that students can culturally relate to. This Alyssa: I like this book called Junie B., First Grader: practice has the potential to develop cultural awareness and Shipwrecked. It’s so funny ‘cause they have a big fight, sensitivity among students. and I like the pictures of them dressed up in their cos- The data from this study indicated that students become tumes [whispered aahs erupt from her classmates]. emotionally involved with the literature that is spiritual in Jake: I have my favorite books in here that I love [refer- nature and literature that is intimately familiar to them. The ring to his bag of literature that he brought]. And some student relationship revealed through this literature was one of them I read here [at school] and some at my house. of comfort and security. Teachers can discover from students’ This is my favorite. This is Dr. Seuss, and it says One families about spiritual literature and allow individual chil- Fish, Two Fish, Red Fish, Blue Fish, and this is my dren to free read from this area of literature. Teachers can favorite book because I can read it, and I like rhyming also find out about family favorites and set aside classroom books [He says this while holding the book close to his time for students to share these with each other. This practice chest, pictures facing outward toward his listening has the potential to build fluency along with providing stu- classmates, and a look of sheer delight across his face]. dents with a sense of comfort and belonging to the classroom This is Hop on Pop by Dr. Seuss, and I love all Dr. community. Seuss because it’s way fun to read! [he says with great Study outcomes suggested that the inner desires students excitement]. possessed lead them to certain literature that fulfilled their Bryce: The last one [holds up a book] is really funny desires. Educators can explore students’ personal interests, [multiple whispers come from his watching class- hobbies, and activities to discover types of literature stu- mates: oh, yeah!]. This is the Monster at the end of this dents would most likely be attracted to. When teachers book. acknowledge the multiple literacies that students engage in Weston: Learn About Shapes [holds up this book]. This is outside of the classroom and find ways to incorporate them one I really like because it has the box of the shapes in in the classroom, students will feel more motivated to read them, and you put them in those holes [multiple whis- and therefore increasing the likelihood of becoming lifelong pers erupt from his watching classmates: cool, ooh, readers. awesome, Weston, so cool]. Evidence refined from the study data showed that the students developed relationships between themselves and The references for the published literature that the stu- literature that they self-selected for the sake of entertain- dents shared can be seen in the appendix. ment. Primary among literature’s values is enjoyment, and students have to find pleasure in what they read if they are to experience the values literature offers (Sloan, 2002). Pedagogical Implications Teachers can capitalize on the types of literature that stu- This study has important, pedagogical implications concern- dents find most entertaining and enjoyable and incorpo- ing the context in which teaching literacy occurs. Literature rate them into their teaching. This study indicated that the holds the potential to significantly influence the lives of read- students were entertained by joke books and poetry that ers, but what is the nature of this influence for very young sounded funny when read aloud. They also enjoyed weird, readers? This study investigated the question: What are the strange, colorful picture books, and books that were part relationships between beginning readers and their personal of a larger series. Literature that was funny and that they literature? The study was significant in that it examined rela- can easily read on their own was very important to them. tionships formed between the reader and the literature, rather They also enjoyed being able to read aloud and share this than categorizing types of literature responses. Additionally literature with their classmates. Students enjoy seeing and important to this study was that the students spoke in their listening to themselves read and discuss literature, so it is own words to describe why they chose the selection of litera- important for teachers to record these sharing events ture to share and what the literature meant to them, they were through the use of photography, tape recordings, or video, not prompted and discussion was not scaffolded by the teacher and share these with students, so that they can relive the or myself. The students told their own story, therefore the moment and gain confidence in themselves as literate study outcomes were situated within the readers, and through human beings. When teachers create and facilitate oppor- the data analysis processes, the underlying relationships tunities for young students to share their literature, stu- between reader and literature were discovered. dents’ responses are enhanced and they become more Study outcomes revealed that students place a great value critical readers (Eeds & Wells, 1989; Galda, Rayburn, & and build relationships between themselves and literature Stanzi, 2000; Galda, Shockley, & Pellegrini, 1995; 10 SAGE Open McGee, 1992; Raphael & McMahon, 1994; Roser & Appendix Martinez, 1995; Short & Pierce, 1990; Wiseman, Many, & The Published Literature That the Students Altieri, 1992). Shared Barbo, M. S. (2002). The missing tooth mystery (Scooby Doo! Limitations and Future Direction Picture clue book, No. 11). New York, NY: Scholastic. The participants of this study comprised one first-grade class- Bea, H. (2005). Lucy goose goes to Texas. Novato, CA: HJ Kramer/ room situated in one elementary school. Future investigations New World Library. could examine a different grade level, across grade levels, or Beaumont, K. (2004). I like myself! San Diego, CA: Harcourt. across schools. The participants in this study were predomi- Beers, V. G. (2001). Early readers Bible. Grand Rapids, MI: Zonderkidz. nately European Americans. It would be beneficial for future Bently, D. (2007). Good night, sweet butterflies: A color dream- studies to include a more diverse population with regard to land. New York: Little Simon. ethnicity. The setting for this study was a small, rural commu- Berger, M. (2008). Butterflies and caterpillars. New York: nity located in a region of the United States that is sparsely Scholastic. populated, and the town was not connected to a larger city; Boring, M. (1998). Fun with nature: Take along guide. New York: therefore, the community has characteristics of a microcosm. Cooper Square. It would be of interest for future research to look at urban set- Bostrom, K. (1998). What is God like? Carol Stream, IL: Tyndale tings that include participants that come from diverse House. backgrounds. Bostrom, K. (2000). What about heaven? Carol Stream, IL: Tyndale House. Bridwell, N. (2007). Clifford’s first Christmas. New York: Conclusion Scholastic. Cabela’s: World’s foremost outfitter. (1961-2014). Sidney, NE: Past research has shown us that when students read litera- Cabella’s. ture, a transaction occurs between the student and the Carlson, M. (2001). His first Bible. Grand Rapids, MI: Zonderkidz. author ’s text, and the two create meaning together (Krashen, Chester. New York, NY: HarperCollins. 2004; Rand Corporation, 2002; Serafini, 2003). We have Christelow, E. (1989). Five little monkeys jumping on the bed. also learned from past research that students use this inter- Boston, MA: Houghton Mifflin Harcourt. Cleary, B. (1990). The mouse and the motorcycle. New York: action with the text to cultivate their own unique responses. HarperCollins. Their responses can be emotional or aesthetic in nature, or Dill, B. (2007). Brain quest grade 1 reading. New York: Workman. they can be intellectual, or efferent in nature depending on Disney Enterprises. (2009). Disney princess collection. New York: how the student is interacting with the text (Rosenblatt, Disney Press. 1982). The two responses, however, are not mutually exclu- Disney, R. H. (2003). The little mermaid. Disney princess. New sive to each other, but instead, work together to create a York: Golden/Disney. meaningful and enjoyable reading experience for the stu- Ditchfield, C. (2004). Bible heroes. New York: Golden Books. dent (Rosenblatt, 1969, 1982). The response to reading lit- Dodd, E. (2008). No matter what. New York: Dutton. erature emerges from the interconnectedness between the Eastman, P. D. (1996). Go, dog, go! New York: Random House reader’s past experiences, knowledge, and beliefs, and the Books for Young Readers. Elliott, L. (2004). The calls of frogs and toads. Mechanicsburg, PA: content, genre, and language of the text (Rosenblatt, 1978). Stackpole Books. But what is the nature of the relationships embedded within Farndon, J., & Koo, A. (2002). The big book of knowledge. New the responses between young children, who are beginning York: Parragon. to read independently, and the literature that they self- Gerth, M. (2001). Ten little ladybugs. Atlanta, GA: Piggy Toes select? That is the question this current study sought to Press. investigate. Gliori, D. (1999). Tell me something happy before I go to sleep. In conclusion, the outcomes of this present study further New York: Picture Corgi. advance past research by suggesting that young children Gruelle, J. (2005). Raggedy Ann & Andy: A read-aloud treasury. build personal, interconnected relationships with their self- New York: Little Simon. Hoff, S. (1986). Hall, M. (2006). Mosquitoes (bugs, bugs, bugs). selected literature that can be demonstrated as relating to Mankato, MN: Capstone. their family structures and cultures, comforts and securities, Hogg, G. (2002). Spencer’s adventures: Don’t bake that snake. inner desires and personal goals, and their joy that comes New York: Little Buckaroo Books. from being entertained by the literature. In essence, this pres- Ihara, S. (2008). Pokemon: Diamond and pearl adventure! Vol. 1. ent study indicates that young children possess internal rela- San Francisco, CA: VIZ MEDIA. tionships with literature that when given the chance can be Johnstone, G. (2003). Christmas snow magic. Belrose, Australia: expressed within the social context of the classroom setting, Book Company Publishing. and when this happens, it will bring joy, not only to them but Joosse, B. M. (1996). I love you the purplest. San Francisco, CA: also to those who are listening and watching them. Chronicle Books. Weih 11 Kageyama, N. (2007). Yu-gi-oh! GX, Vol. 1. San Francisco, CA: Stone, J. (2004). The monster at the end of this book (Sesame VIZ Media. Street). New York: Golden Books. Ketteman, H. (2004). Armadilly chili. Park Ridge, IL: Albert Thompson, S. L. (2008). Amazing dolphins. New York: Whitman & Company. HarperCollins. Kushner, L., & Kushner, K. (2000). What does God look like? Van Der Meer, R. (1998). Sesame street learn about shapes Woodstock, VT: Skylight Paths. (Sesame Street(R)interactive popup). New York: Random Lewman, D. (2004). Bubble blowers, beware! Spongebob House for Young Readers. Squarepants. New York: Simon Spotlight/Nickelodeon. Vischer, P. (1998). Time for Tom (Veggietales). Nashville, TN: Long, M. (2003). How I became a pirate. Boston, MA: Houghton Thomas Nelson. Mifflin Harcourt. MacLeod, E. (1990). Getting to know nature’s children: Puffins/ Declaration of Conflicting Interests hippopotamuses. NY: Grolier. The author(s) declared no potential conflicts of interest with respect MacLeod, E. (1998). Getting to know nature’s children: Lions/ to the research, authorship, and/or publication of this article. pandas. New York: Scholastic. Martin, B., Jr. (1967). Brown bear, brown bear, what do you see? Funding New York: Henry Holt. Mayhew, J. (2004). Who wants a dragon? London, England: The author(s) received no financial support for the research and/or Orchard. authorship of this article. McCann, J. L. (2002). Scooby-doo and the trick-or-treat thief. New York: Scholastic. References Moore, C. C. (1990). The night before Christmas. New York: Allington, R. L. (1994). The schools we have, the schools we need. Random House Books for Young Readers. The Reading Teacher, 48, 14-29. Muldrow, D. (1993). Walt Disney’s Dumbo: The circus baby. Applebee, A. N. (1993). Literature in the secondary school: Studies Golden sturdy shape book. New York: Golden Books. of curriculum and instruction in the United States (NCTE Muldrow, D. (2000). Career series: My favorite teacher. New Research Report No. 25). Urbana, IL: National Council of York: Golden Books. Teachers of English. O’Connor, J. (2007). Fancy Nancy and the posh puppy. New York: Applebee, A. N., Langer, J., Nystrand, M., & Gamoran, A. (2003). HarperCollins. Discussion-based approaches to developing understanding: O’Connor, J. (2009). Fancy Nancy: Tea parties. New York: Classroom instruction and student performance in middle and HarperCollins. high school English. American Educational Research Journal, Omartian, S. (2005). The power of a praying kid. Eugene, OR: 40, 685-730. doi:10.3102/00028312040003685 Harvest House. Atkinson, P., & Hammersley, M. (1994). Ethnography and par- Park, B. (2005). Junie B., first grader: Boo . . . and I mean it! New ticipant observation. In N. K. Denzin & Y. S. Lincoln (Eds.), York: Random House Books for Young Readers. Handbook of qualitative research (pp. 248-261). Thousand Park, B. (2005). Junie B., first grader: Shipwrecked. New York: Oaks, CA: Sage. Random House Books for Young Readers. Beck, I. L., & McKeown, M. G. (2007). Increasing young low- Parr, T. (2009). It’s okay to be different. New York: Little, Brown, income children’s oral vocabulary repertoires through rich and & Company. focused instruction. The Elementary School Journal, 107, 251- Prelutsky, J. (2006). I’m glad I’m me: Poems about you. New York: 271. doi:10.1086/511706 Scholastic. Bedard, C., & Fuhrken, C. (2011). Writing for the big screen: Priddy, R. (2002). My big truck book. New York: Priddy Books. Literacy experiences in a moviemaking project. Language Robinson, H. (2005). Batty Betty’s spells. Citrus Heights, CA: Arts, 89(2), 113-124. Brighter Child. Bernstein, M. R. (1955). Relationship between interest and read- Rosenbloom, J., & Artel, M. (2007). A little giant book: Tongue ing comprehension. Journal of Educational Research, 49, twisters. New York: Sterling. 283-288. Ross, J. T. (1990). Getting to know nature’s children: Loons/Black Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for bears. New York: Scholastic. education: An introduction to theories and methods (5th ed.). Seuss, Dr. (1960). Green eggs and ham. New York: Random House Boston, MA: Allyn & Bacon. Books for Young Readers. Calkins, L. M. (2000). The art of teaching reading. Upper Saddle Seuss, Dr. (1962). Dr. Seuss’s sleep book. New York: Random River, NJ: Allyn & Bacon. House Books for Young Readers. Carson, B. (1990). Gifted hands. Grand Rapids, MI: Zondervan Seuss, Dr. (1963). Hop on pop. New York: Beginner Books. Books. Seuss, Dr. (1990). Oh, the places you’ll go! New York: Random Coles, R. (1989). The call of stories: Teaching and the moral imagi- House. nation. New York, NY: Houghton Mifflin. Seuss, Dr. (1996). Dr. Seuss’s ABC: An amazing alphabet book! Collins, R. (2004). Growing readers: Units of study in the primary New York: Random House Books for Young Readers. classroom. Portland, ME: Stenhouse. Seuss, Dr. (2005). One fish, two fish, red fish, blue fish. New York: Cooper, P. M. (2007). Teaching young children self-regulation Random House Books for Young Readers. through children’s books. Early Childhood Education Journal, Seuss, Dr., & McKie, R. (1969). My book about me. New York: 35, 315-322. Random House. 12 SAGE Open Csikszenthmihalyi, M. (1990). Literature and intrinsic motiva- Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching tion. Daedalus, Journal of the American Academy of Arts & comprehension to enhance understanding. Portland, ME: Sciences, 119, 115-140. Stenhouse. Daniels, H. (2002). Literature circles: Voice and choice in book Heath, S. B. (1986). Separating “things of the imagination” from clubs and reading groups. Portland, ME: Stenhouse. life: Learning to read and write. In W. H. Teale & E. Sulzby Dwyer, J., & Neuman, S. B. (2008). Selecting books for chil- (Eds.), Emerging literacy: Writing and reading (pp. 156-172). dren birth through four: A developmental approach. Early Norwood, NJ: Ablex. Childhood Education Journal, 35, 489-494. Heath, S. B. (2012). So, what’s it about? Your book, I mean? Eeds, M., & Wells, D. (1989). Grand conversations: An exploration Journal of Adolescent & Adult Literacy, 56, 266-270. of meaning construction in literature study groups. Research in Heller, F. M. (1940). Free reading in junior high school. Educational the Teaching of English, 23, 4-29. Research Bulletin, 19, 217-222. Eichelberger, F. T. (1989). Disciplined inquiry: Understanding and Hidi, S. (1990). Interest and its contribution as a mental resource for doing social research. New York, NY: Longman. learning. Review of Educational Research, 60, 549-571. Farrell, E. (1982). SSR as the core of a junior high reading program. Hunt, L. (1971). The effect of self-esteem, interest, and motiva- Journal of Reading, 26, 48-51. tion upon independent, instructional, and frustrational levels. Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first Reading Teacher, 24, 146-151. teaching for all children. Portsmouth, NH: Heinemann. Johnson, M. H. (2008). Developing verbal and visual literacy Galda, L., Ash, G. E., & Cullinan, B. (2001). Research on chil- through experiences in the visual arts: 25 tips for teachers. dren’s literature. Reading Online, 4(9), 1-42. Young Children, 63(1), 74-79. Galda, L., Rayburn, S., & Stanzi, L. C. (2000). Looking through Keene, E., & Zimmerman, K. (1997). Mosaic of thought. the faraway end: Creating a literature-based reading curricu- Portsmouth, NH: Heinemann. lum with second graders. Newark, DE: International Reading Krashen, S. D. (2004). The power of reading: Insights from Association. research. Portsmouth, NH: Heinemann. Galda, L., Shockley, B., & Pellegrini, A. D. (1995). Sharing lives: LaBrant, L. L. (1936). An evaluation of free reading in grades Reading, writing, talking, and living in a first grade classroom. 10-12. Columbus, OH: State University Press. Language Arts, 72, 334-339. Langer, J. A. (1995). Envisioning literature: Literary understand- Gambrell, L. B. (1996). Creating classroom cultures that foster ing and literature instruction. New York, NY: Teacher’s reading motivation. The Reading Teacher, 50, 14-25. College Press. Gardner, H. (2006). Multiple intelligences: New horizons. New Langer, J. A., & Applebee, A. N. (1988). Speaking of knowing: York, NY: Basic Books. Conceptions learning in academic subjects. Academic learning Gilligan, C., Brown, L. M., & Rogers, A. G. (1989). Psyche embedded: in high school subjects. Final report (Grant No. G008610967, A place for body, relationships, and culture in personal theory. In ERIC Document Reproduction Service No. ED 297336). A. Rubin, R. Zuker, R. Emmons, & S. Frank (Eds.), Studying Washington, DC: U.S. Department of Education, Office of persons and lives (pp. 86-147). New York, NY: Springer. Educational Research and Improvement. Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Langford, J. C., & Allen, E. G. (1983). The effects of USSR on Chicago, IL: Aldine. students’ attitudes and achievement. Reading Horizons, 23, Glesne, C., & Peshkin, A. (1992). Beginning qualitative research- 194-200. ers: An introduction. White Plains, NY: Longman. Lawrence-Lightfoot, S., & Davis, J. H. (1997). The art and science Good, R. H., & Kaminski, R. A. (2002). Dynamic indicators of of portraiture. San Francisco, CA: Sage. basic early literacy skills (6th ed.). Eugene, OR: Institute for Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury the Development of Educational Achievement. Park, CA: Sage. Greene, M. (1995). Releasing the imagination: Essays on educa- Lindfors, J. (1991). Children’s language and learning (2nd ed.). tion, the arts, and social change. New York, NY: Jossey-Bass. Boston, MA: Allyn & Bacon. Greene, M. (2001). Variations on a blue guitar. New York, NY: Manning, G. L., & Manning, M. (1984). What models of rec- Teachers College Press. reational reading make a difference? Reading World, 23, Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evalua- 375-380. tion. Newbury Park, CA: Sage. Marshall, J. (2000). Research on response to literature. In M. Kamil, Guthrie, J. T. (2002). Preparing students for high-stakes test tak- P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of ing in reading. In A. E. Farstrup, & S. Samuels (Eds.), What reading research: Volume III (pp. 381-402). Mahwah, NJ: research has to say about reading instruction (3rd ed., pp. 370- Lawrence Erlbaum. 391). Newark, NJ: International Reading Association. Maykut, P., & Morehouse, R. (1994). Beginning qualitative Guthrie, J. T., Hoa, A. L. W., Wigfield, A., Tonks, S. M., Hummenick, N. M., & Littles, E. (2007). Reading motivation research: A philosophic and practical guide. Washington, DC: and reading comprehension growth in the latter elementary Falmer Press. years. Contemporary Educational Psychology, 32, 282-313. McGee, L. (1992, December). First graders’ responses to literature doi:10.1016/j.cedpsych.2006.05.004 in grand conversations: Exploring shared meaning construc- Guthrie, J. T., & Wigfield, A. (2000). Motivation and engagement tion. Paper presented at the National Reading Conference, San in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & Antonio, TX. R. Barr (Eds.), Handbook of reading research: Volume III (pp. Nell, V. (1988). The psychology of reading for pleasure: Needs and 403-422). Mahwah, NJ: Lawrence Erlbaum. gratification. Reading Research Quarterly, 23, 6-50. Hardman, M., & Jones, L. (1999). Sharing books with babies: Evaluation Neuman, S. B., & Wright, T. (2007). Reading to your child. New of an early literacy intervention. Educational Review, 51, 221-229. York, NY: Scholastic. Weih 13 Ng, M. M., Guthrie, J. T., Van Meter, P., McCann, A., & Alao, Siegel, M. (2006). Rereading the signs: Multimodal transformations S. (1998). How do classroom characteristics influence intrinsic in the field of literacy education. Language Arts, 84, 65-77. motivation for literacy? Reading Psychology, 19, 319-398. Sipe, L. R. (1997). Children’s literature, literacy, and literary under- Paley, V. G. (1981). Wally’s stories: Conversations in the kinder- standing. Journal of Children’s Literature, 23, 6-19. garten. Cambridge, MA: Harvard University Press. Sipe, L. R. (1998a). How picture books work: A semiotically framed Paley, V. G. (1990). The boy who would be a helicopter: Uses theory of text-picture relationships. Children’s Literature in of storytelling in the classroom. Cambridge, MA: Harvard Education, 29, 97-108. University Press. Sipe, L. R. (1998b). Individual literary response styles of young Pantaleo, S. (2002). Grade 1 students meet David Wiesner’s three children. National Reading Conference Yearbook, 47, 76-89. little pigs. Journal of Children’s Literature, 28(2), 72-84. Sipe, L. R. (2000). The construction of literary understanding by Pantaleo, S. (2003). “Godzilla lives in New York”: Grade 1 stu- first and second graders in oral response to picture storybook dents and the peritextual features of picture books. Journal of read-alouds. Reading Research Quarterly, 35, 252-275. Children’s Literature, 29(2), 66-77. Sipe, L. R. (2002). Talking back and taking over: Young children’s Pantaleo, S. (2004). Exploring grade 1 students’ textual connections. expressive engagement during storybook read-alouds. The Journal of Research in Childhood Education, 18, 211-225. Reading Teacher, 55, 476-483. Patton, J. A. (2001). The aesthetic and efferent pedagogical stances Sloan, G. D. (2002). Reader response in perspective. Journal of and perspectives of high school English teachers during the Children’s Literature, 28(1), 22-30. study of literature (Unpublished doctoral dissertation). Texas Spradley, J. P. (1980). Participant observation. New York, NY: Woman’s University, Denton. Holt, Rinehart & Winston. Patton, M. Q. (1990). Qualitative evaluation and research methods Stoodt-Hill, B. D., & Amspaugh-Corson, L. B. (2009). Children’s (2nd ed.). Newbury Park, CA: Sage. literature: Discovery for a lifetime (4th ed.). Boston, MA: Pitcher, S., Lettie, K., Albright, C., Walker, N., Seunarinesingh, Allyn & Bacon. K., Moggie, S., . . .Dunston, P. (2007). Assessing adolescents’ Taylor, S. T., & Bogdan, R. (1984). Introduction to qualitative motivation to read. Journal of Adolescent & Adult Literacy, research methods: The search for meanings (2nd ed.), New 50, 378-396. York, NY: Wiley. Rand Corporation. (2002). Reading for understanding: Toward an R & Turner, J., & Paris, S. G. (1995). How literacy tasks influence chil- D program in reading comprehension. Washington, DC: Author. dren’s motivation for literacy. The Reading Teacher, 48, 662-673. Raphael, T. E., & McMahon, S. I. (1994). Book club: An alterna- Vygotsky, L. S. (1978). Mind in society: The development of higher tive framework for reading instruction. The Reading Teacher, psychological processes. Cambridge, MA: Harvard University 48, 102-116. Press. Richardson, L. (1994). Writing: A method of inquiry. In N. K. Welty, E. (1984). One writer’s beginnings. Cambridge, MA: Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative Harvard University Press. research (pp. 516-529). Thousand Oaks, CA: Sage. Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s moti- Rosenblatt, L. M. (1969). Pattern and process—A polemic. English vation for reading to the amount and breadth of their reading. Journal, 58(7), 1005-1012. Journal of Educational Psychology, 89, 420-432. Rosenblatt, L. M. (1978). The reader, the text, the poem: The trans- Wiseman, D. L., Many, J., & Altieri, J. (1992). Enabling com- actional theory of the literary work. Carbondale: Southern plex aesthetic responses: An examination of three literary Illinois University Press. discussion approaches. In C. Kinzer & D. J. Leu (Eds.), Rosenblatt, L. M. (1982). The literary transaction: Evocation and Literacy research, theory, and practice: Views from many response. Theory Into Practice, 21, 268-277. perspectives (pp. 283-289). Chicago, IL: National Reading Rosenhouse, J., Reitelson, D., Kita, B., & Zahava, G. (1997). Conference. Interactive reading aloud to Israeli first graders: Its contribution to Worthy, J. (1996a). A matter of interest: Literature that hooks reluc- literacy development. Reading Research Quarterly, 32, 168-183. tant readers and keeps the reading. The Reading Teacher, 50, Roser, N. L., & Martinez, M. G. (1995). Book talk and beyond: 204-212. Children and teachers respond to literature. Newark, DE: Worthy, J. (1996b). Removing barriers to voluntary reading for International Reading Association. reluctant readers: The role of school and classroom libraries. Sadoski, M. (1984). SSR, accountability, and effective reading. Language Arts, 73, 483-492. Reading Horizons, 24, 52-66. Worthy, J., Turner, M., & Moorman, M. (1998). The precarious Schiefele, U. (1991). Interest, learning, and motivation. place of self-selected reading. Language Arts, 75(4), 296-304. Educational Psychologist, 26, 299-323. doi:10.1207/ Zarillo, J., & Cox, C. (1992). Efferent and aesthetic teaching. In J. s15326985ep2603&4_5 Many & C. Cox (Eds.), Reader stance and literary understand- Schwandt, T. A. (1994). Constructivist, interpretivist approaches to ing: Exploring the theories, research, and practice (pp. 235- human inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook 249). Norwood, NJ: Ablex. of qualitative research (pp. 118-137). Thousand Oaks, CA: Sage. Serafini, F. (2003). Informing our practice: Modernist, transac- Author Biography tional, and critical perspectives on children’s literature and Timothy G. Weih, PhD, is an associate professor of education at reading instruction. Reading Online, 6(6), 1-7. the University of Northern Iowa, Cedar Falls, USA. He teaches lit- Serafini, F. (2011). When bad things happen to good books. The eracy methods courses and his research interests focus on the natu- Reading Teacher, 65, 238-241. ral relationships children and youth develop with the literacy, both Short, K. G., & Pierce, K. M. (1990). Talking about books: Creating new and old, they choose for their leisure enjoyment. literate communities. Portsmouth, NH: Heinemann.

Journal

SAGE Open – SAGE

Published: Apr 2, 2014

Keywords: children’s literature; reader response; personal literature; beginning readers; reader interest; book choice; reading material; reading motivation; elementary education; multiple literacies; first-grade students

There are no references for this article.