Publication Date

2021

Document Type

Dissertation/Thesis

First Advisor

Lampi, Jodi P.

Second Advisor

Armstrong, Sonya L.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Curriculum and Instruction (CI)

Abstract

This grounded theory research study investigated one active reading strategy, note taking, with a goal of creating student-centered, evidence-based curriculum for the developmental reading instructor. Sixteen students participated in a two-part session: a semi-structured interview and a think aloud of an assigned, academic text. The students were asked to discuss their attitudes regarding reading, both academically and for pleasure, and about any previous reading instruction. They were then observed reading their assigned text, an expository article, and queried as to their use (or not) of any note taking procedures or strategies. As an outcome of this study, it became apparent that for the participants in this study, note taking was recognized as an expected, valued academic reading activity from their instructors’ perspectives, but not valued in terms of their own time priorities resulting in minimal notes mostly characterized by underlining and text coding. This study suggests that instructors’ voices might be more powerful motivators in creating more active, engaged academic readers if focus was on the value and purpose of note taking rather than the process and procedure.

Extent

242 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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