Engaging Struggling Readers in

Literacy at the Elementary Level

Item Type thesis

Authors Bills, Cienna C.

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Engaging Struggling Readers in Literacy at the

Elementary Level

by

Cienna Christine Bills

A thesis submitted to the Department of Education of The College

at Brockport, State University of New York, in partial

fulfillment of the requirements for the degree of

Master of Literacy in Education.

May 10, 2016

ENGAGING STRUGGLING READERS IN LITERACY 2

Table of Contents
Abstract ..........................................................................................................................4
Introduction ................................................................................................................5
Problem Statement .........................................................................................................6
Rationale……………………………………………………………………………..
.6-7
Purpose.......................................................................................................................7
Research Question .....................................................................................................8
Literature Review.......................................................................................................9
What Does it Mean to be a “Struggling Reader?” ....................................... 9-10
Effective Literacy Practices to Support Struggling Readers …………….11-12
Motivation and Engagement in Literacy ................................................... 12-13
Student Perspectives on Engaging Literature Instruction & Activities.....…….....13-14
Summary.…………………….………………………………………………………14
Methodology…………………………………………………………………………15
Participants….…………………………………………………………………....15-16
Table 1………………………………………………………………..……...16
Setting…………………………………………………………………………....17-18
Research Positionality…………………………………………………..……… 18-19
Data Collection…………………………………………………………………...….19
Procedures…………………………………………………………..……… 19
Observations………………………………………………………..………. 20
Interest Surveys……………………….……………………………………..20
Interviews……………………………………..……………………………..20
Book Choice……………………………………….……………………..21-22
Traveling Book Club…………………………………………………….…..22
Technology……………………………………………………………..……23
Trustworthiness……………………………………………………..……... 24
Analysis………………………………………………………………….…….…24-25
Findings………………………………………………………………..…………….25
Finding One………………………………………………………..…….26-27
Table 2……………………………………………………….….…...27
Finding Two…………………………………………………………….…...28
Table 3…………………………………………………………..…...28
Finding Three………………………………………………………………...29
Table 4…………………………………………………………..…...30
Table 5…………………………………………………………….....31
Finding Four……………………………………………………..…………. 31
Table 6…………………………………………………………..…...32
Discussion…………………………………………………………………….….…. 32
Conclusions…………………………………………………………..……………... 32
Guided Reading…………………………………………………..………… 32
More Book Choices…………………………………………..…………. 32-33
Traveling Book Club…………………………………………………..…... 33
Implications……………………………………………………………..………….. 33
ENGAGING STRUGGLING READERS IN LITERACY 3

Guided Reading Lessons……………………………………………..……. 34

Student Choice……………………………………………………..………. 34
Book Clubs………………………………………………………………..…35
Limitations…………………………………………………………..……………… 35
Recommendations………………………………………………………….……… 36
Closing……………………………………………………………………………....36
References…..…………………………………………………………….……..37-40
ENGAGING STRUGGLING READERS IN LITERACY 4

Abstract

This case study is an investigation into the different ways we as educators can

effectively engage struggling readers in literacy at the elementary level. This study

takes place at a rural school district 80 miles South of Rochester, in the Finger Lakes

area and was conducted over a ten-week period. This case study offers insight into the

relationship between literacy strategies in the classroom and student engagement. It

investigates ways in which teachers can create engaging lessons that foster early

literacy development while also allowing the students to become engaged in the texts

they read.

Key words: struggling readers, engagement, reading strategies, traveling book clubs,

guided reading groups

ENGAGING STRUGGLING READERS IN LITERACY 5

Introduction

Sitting down with my nephew one afternoon, I asked him if he wanted to read

a book with me. He enthusiastically said, “Yes!” I began reading the book and before

I knew it, Evan (pseudonym) had taken over and was reading the book to me. When

we finished reading the book, he asked me if we could read another one and gave me

ideas of what books he enjoys reading and what we could read the next time we are

together. I was amazed how engaged and enthusiastic Evan was about reading with

me. It was a complete shock to me when Evan’s father said to me, “I can’t believe

you were able to get Evan to read with you.” He went on to say, “Getting Evan to

read is like pulling teeth, especially when it comes to reading for homework.” I found

out through our continued conversation that Evan had a negative reading experience

with his second grade teacher and had shut down ever since when it came to literacy.

Evan’s grades were starting to reflect his disengaged attitude towards reading.

When I spent time with Evan the following week and we sat down to read, I asked

him to talk to me about his feelings towards reading. Evan shared with me that his

teacher had been mean to him when she tried to get him to read. He also told me he

was never given the choice of what he could read for school, therefore he shut down

and began to think of reading time as torture because he was not interested or

engaged in what he was asked to read. This is a clear example of why we as,

educators, have to get to know our students on a personal level so we can differentiate

instruction to fit the needs of all students. Furthermore, if we give students more

choice when it comes to reading materials, they will be more likely to stay engaged in

reading.
ENGAGING STRUGGLING READERS IN LITERACY 6

Problem Statement

In today’s classrooms, there are more and more students who are becoming

disengaged or uninterested in literacy. It is important for teachers to understand what

topics students are interested in reading about and using that to create engaging

literacy activities that grab the attention of all students. Many elementary students

have become disengaged in reading and therefore lack the basic skills that

interconnect across the content areas. We as educators need to find a way to engage

students in reading while also motivating students to read inside and outside of

school.

Taylor’s (2012) study demonstrates the following:

In order “to be successful in the content areas, students must have the reading

skills necessary to navigate through multiple texts and so many of the students

who enter middle school and more specifically high school are failing these

required disciplines due to poor reading skills (p. 57).

Many of these struggling students are failing because they enter a content area

classroom with deficient reading skills, which then negatively affect their success in

content classes. From this evidence, we can gather the importance of educators

pursuing more effective strategies to promote student interest in literacy early on.

This will lead to improving student reading skills; otherwise they may be affected in

other content areas later in their education.

Rationale

Taylor (2012) states, “Since reading is a major component of the literacy

crisis, it is critical that educators examine the reading process and why so many
ENGAGING STRUGGLING READERS IN LITERACY 7

students are ‘struggling’ readers” (p. 51). Research suggests that student engagement

leads to student success. “Motivation plays a strong mediating role in the reader’s

engagement; in turn, engagement is strongly related to reading achievement”

(Fountas & Pinnell, 2009, p. 472). Student learning and how they communicate are

impacted by basic literacy skills, which, shows why this topic is important to

investigate. We as educators need to engage struggling students in reading as well as

motivate them to read both in school and outside of the school environment. In order

to better serve our struggling readers, educators need to know what is necessary to

motivate their students to become fluent readers.

Researching ways to help struggling elementary readers is important to me

because I work with second and third grade students and see them struggling in

reading, which can result in frustration. Last school year, I worked in a middle school

setting and there were students who had difficulties keeping up in their core subjects

because they struggled with basic reading skills such as comprehension, vocabulary

and fluency. Without the basic reading skills being mastered, students will continue to

struggle in not only reading, but their core subjects as well. I want to be able to help

my students become more proficient readers and develop strategies that will help

them become independent not only in language arts, but across all subject areas.

Purpose

The aim of this research project is to find ways to engage elementary students

in literacy and help them become motivated to read independently both in school and

outside of the school environment. I want struggling readers to become more

confident in themselves while reading and handling texts, which will hopefully lead
ENGAGING STRUGGLING READERS IN LITERACY 8

to reading improvement and motivation to read more. According to Fountas and

Pinnell (2009) “Emotion and motivation play a vital role in struggling readers’ ability

to become deeply engaged in texts” (p.470). The purpose of this qualitative study is to

discover strategies that will engage and motivate elementary students who struggle

with reading.

Research Questions

With a growing number of struggling readers, I wonder how we as educators

can engage struggling readers in literacy at the elementary level? Other questions I

address include:

 Why do some students avoid and dislike reading?

 Why do some students struggle with reading?

 How do students feel about the book choices given?

ENGAGING STRUGGLING READERS IN LITERACY 9

Literature Review

Throughout my research journey, I found several studies that set out to

determine student engagement and the effect of parent involvement. I did not

however, find many studies researching effective strategies to help engage students

who have had a negative experience with literacy. In 2006, Catherine Compton-Lilly

conducted a case study that “demonstrates how children’s identities and cultural

resources intersect and converge during literacy learning” (para. 1). Through this case

study, Compton-Lilly (2006) “illustrates ways students’ identities are constructed and

revised in conjunction with literacy learning” (p. 57).

This study is an investigation into the different strategies teachers can use to

engage struggling readers and to help them develop an interest in literacy both in the

classroom and outside of school. The following segment of this report will be

divided into four sections: effective literacy practices, motivation and engagement in

literacy, student perspectives on engaging literacy instruction /activities, and what

does it mean to be a struggling reader? In the following subsections, I will discuss the

current research on each specific topic.

What does it Mean to be a “Struggling Reader?”

The term “struggling reader” indicates that all students who have

misconceptions or are not meeting standards with reading belong to a single group.

However, this is not true, as all students learn and read differently. Struggling readers

are students who do not comprehend the reading process and have not yet created a

reading system that helps them construct meaning. “It is a mistake to talk about the

struggling reader, because students who experience difficulty in learning are an even
ENGAGING STRUGGLING READERS IN LITERACY 10

more diverse group than those who do not” (Fountas & Pinnell, 2002, p.44). Fountas

and Pinnell (2012) go on to explain that struggling readers require individual or

small-group interventions and instruction that is tailored to them in order to help them

make gains.

Taylor’s (2012) study found the following:

Since there are so many definitions and varying degrees of ‘the struggling

reader,’ it is quite safe to list some agreed upon characteristics of ‘the

struggling reader’ which include: is very reluctant to participate in reading

activities, has a negative attitude about reading and is usually unwilling to

read, often suffers from low self-esteem or confidence level, tried to hide the

fact that he/she can’t read, accuracy is missing, and rarely reads with fluency

unless selection is memorized (p. 52).

There are students who spend a lot of time and energy in sounding out words

without internalizing what the words are actually saying. Some students look at each

word or read multiple words without thinking about what they are reading. Other

students may be trying to read books that are above their reading level, which often

leads to additional struggling and frustration while reading. It is important for both

teachers and students to understand that failing and struggling are not the same thing.

According to Marzano, Pickering, & Pollock (2001), after many experiences

with failure, some students may begin to believe that they are not capable of success,

and give up without even trying. Teachers must continually reinforce the link

between effort and achievement with struggling students. An environment where

ENGAGING STRUGGLING READERS IN LITERACY 11

success is possible and students set reachable goals can have a profound, positive

effect on struggling students.

All students learn differently and at different paces, therefore reading is not

naturally an easy accomplishment for all children. There are some children who need

additional instruction and reading lessons in order succeed.

Effective Literacy Practices to Support Struggling Readers

Some examples of literacy practices used in schools currently include: book

clubs, reading contests, student choice, readers theatre productions, choral reading,

partner reading and more. “All are interested in engaging students in active reading

and writing events, recognizing that collaborative learning offers opportunities to

work within students’ abilities, engage learning, and provide access to literacy

materials and events” (Casey, 2009, p. 284). Book clubs can be introduced in second

grade and continued beyond high school.

Casey’s (2009) study states the following:

Literature circles, or book clubs, are examples of smaller communities of

learning that form within this larger classroom context. As students decode,

describe, and react to a shared reading event, their individual identities and

experiences shape conversations and the texts being considered while the

conversations and texts shape the individual identities and experiences of the

participants (p. 286). This shows that creating a comfortable learning

environment in the classroom is an important component in the process of

engaging students in literacy practices.

ENGAGING STRUGGLING READERS IN LITERACY 12

Casey (2009) recognizes that in order to “engage students in active reading

and writing events, teachers need to offer collaborative learning opportunities to work

within students’ abilities, engage learning, and provide access to literacy materials

and events” (p. 284). Research in this area offers evidence that students who struggle

with literacy will have greater achievement when presented a variety of activities that

support reading and writing. “As research predicts, students are engaged because they

have the opportunity to make choices about their reading and their participation while

sharing responsibility for learning with their peers and their teachers” (Casey, 2007,

p. 286).

Taylor (2012) states that educators “have to find ways to stimulate and engage

students in their own learning” (p. 56). One way to stimulate and engage students in

their learning is by incorporating technology to enhance/support reading skills. This

shows that using technology to support reading skills within the curriculum

encourages growth in many necessary skills due to its interactive and engaging

components.

Motivation and Engagement in Literacy

“Motivation is often linked to interest and when it comes to literacy,

motivation is enjoying a book, being excited about an author, or being delighted by

new information” (Cambria, J. & Guthrie, J., 2010, p. 16). Students need to learn how

to choose books that are of interest to them and that can be read with understanding

and fluency. According to Fountas & Pinnell (2002), “if children find learning hard,

their emotional responses are set up to lose motivation” (p. 41). In order to motivate

struggling readers in today’s schools, Taylor (2012) states, “we have to find ways to
ENGAGING STRUGGLING READERS IN LITERACY 13

stimulate and engage them in their own learning” (p. 56). “For teachers to better serve

struggling readers, they need to be well educated on what is necessary to motivate

their students to become fluent readers. Students are then equipped to explore

strategies that enhance the development of the strategic content literacy that is needed

for success across the content areas” (p. 52).

“Motivation is strongly affected by two variables: whether we expect to be

successful at a task, and how much value we place on that success” (Wigfield &

Asher, 1984). Unfortunately, educators have to present content to students that is

outside of their interest or prior experience. It has been continuously demonstrated

that when students are interested in a subject, they are better prepared to make

connections to the information being presented to them. The mission for teachers,

then, is to choose work that is meaningful and helps students to be self-motivated and

engaged.

Casey’s (2008) study found the following:

Research described engaged readers as those who (a) are motivated by the

material, (b) use multiple strategies to ensure comprehension, (c) are able to

construct new knowledge as a result of the interactions with the text, and (d)

draw on social interactions to mediate these literate processes (Guthrie,

McGough, Bennett, & Rice, 1996, p. 313).

Student Perspectives on Engaging Literacy Instruction & Activities

In order to gain the attention of students who find reading uninteresting, it is

important to take the time to better understand what they are interested in. “One way

to motivate students to become interested in reading is to give them choice. “There is

ENGAGING STRUGGLING READERS IN LITERACY 14

nothing more gratifying than seeing a student who has found the perfect book or has

discovered an author she can call her own” (Cambrie, J. & Guthrie, J., 2010, p. 22). In

order to better understand what students are interested in reading, teachers can have

students complete a Reading Interest Survey.

Through a case study, Compton-Lilly (2009) explains that “privilege, access,

and opportunity, related to race, class, and gender, have influenced and continue to

influence the experiences and relationships that contribute to the formation of reading

identities for students” (Compton-Lilly, 2009, p. 60). This case study is relevant to

my inquiry because I also believe that in order to hold student interest in learning,

especially in literacy, teachers need to better understand individual students for their

identities outside of the school setting. Teachers will then be able to plan

individualized instruction to meet the needs of these struggling and disengaged

students.

In my study, I tried finding ways to incorporate more interesting reading

materials for students that engaged them while also still meeting the state standards.

Students come from many diverse backgrounds and often, what they have to share is

worth bringing into the classroom. Their identities matter and hold a stronger

connection to their literacy learning even more than some educators may know.

Summary

There are several research studies proving that students need to be engaged in

literacy, especially struggling readers. On the other hand, I discovered there are not

set strategies to use to engage these struggling readers. There is also a lack of research

about parent involvement or negative reading experiences playing a role in why there
ENGAGING STRUGGLING READERS IN LITERACY 15

are an increasing number of students struggling with literacy. I strongly believe it is

important that further research be conducted in classrooms around the world to clarify

the influence of specific literacy strategies and how they will engage and support

struggling readers.

Methodology

This Capstone Project is an in depth analysis of how educators can engage

struggling elementary readers both in school and out of the school environment. This

is important because more and more students are becoming disengaged or

uninterested in reading, which negatively effects their learning. “Reading impacts

how students learn, what students learn, how students communicate and show

students how to engage in critical thinking activities, all of which are integral to

students’ success in school and in life” (Taylor, 2012, p. 57). Reading has gained

national attention because of the increasing number of struggling readers in schools

today; therefore it is pertinent that educators investigate the reading process and why

several students are considered “struggling readers.” Educators need to work to find

thought-provoking and appealing strategies to promote students in their own learning,

by giving them options and taking into consideration their interests when it comes to

literacy.

Participants

The participants were six second and third-grade students from a rural school

district. I purposely selected those students because they struggled with reading. The

characteristics of my participants were determined through reading interest surveys,

interviews, observations, and small group interactions with literacy. I determined

ENGAGING STRUGGLING READERS IN LITERACY 16

which students were considered “struggling readers” by their level of intervention in

RtI. The participants in my study were a mix of Tier II and Tier III students. Tier II

students received intervention on a daily basis while Tier III students are seen daily

along with 2 additional periods weekly. At my school, I was not only a Teaching

Assistant for 2nd and 3rd grade, but was also a part of the Response to Intervention

team for grades 2 and 3. As an RtI teacher, I worked daily with students who found

reading difficult.

In my study, there were two boys and one girl from second-grade, while all

three participants from third-grade were boys. The participants’ names (all

pseudonyms) were Sonia, Scott, Bryan, Ian, Mike, and Tyler. The selected students

for my study were part of the Response to Intervention (RtI) program at Marshall

Primary School (pseudonym); therefore they participated in literacy activities with me

on a daily basis. Prior to my study, all six students already worked with me on a daily

basis or they were involved in the Response to Intervention (RtI) program in school to

better assist their literacy skills.

All participants were reading below grade level at the beginning of the school

year. During our time together, many of the participants opened up to me and became

comfortable reading with me, which lead to gains in their literacy skills. The majority

of the participants did not read outside of the school environment, but many became

engaged and began reading outside of school by the end of my study.

Participant Characteristics

Participants Race Gender Age Grade Tier II or

III
Sonia White F 7 2nd III
ENGAGING STRUGGLING READERS IN LITERACY 17

Scott White M 8 2nd III

Bryan White M 8 2nd III

Ian White M 9 3rd II

Mike White M 9 3rd II

Tyler White M 10 3rd II

Figure 1. Characteristics of the Participants. This figure illustrates the participants’ race,

gender, age, grade level, and tier level for reading.

Setting

I conducted my research at Marshall Primary School (pseudonym). Marshall

Primary School is a small rural school district located 80 miles outside of Rochester

in Western, NY. This Primary School had 551 enrolled students; 69% of the students

were on free or reduced-price lunches. Approximately 98% of students enrolled were

Caucasian, 1% were African American, and the remaining 1% were Native American,

Hispanic, Asian American, or other. Marshall Primary has 17% enrolled Students

with Disabilities. There were approximately 18 students in each classroom, preschool

through Grade 3, with exception of the smaller Special Education classrooms.

The classroom where I conducted my study was very organized and divided

into three small sections. Those three sections included guided reading, independent

reading and word work. Since there was a reading teacher and two teaching assistants

in the room, it was easy for us to split up the students in small groups and rotate them

during the class period. During my study, I worked with students in the guided

reading and independent reading section of the room. During my time with the

students I met one-on-one and in small groups with the selected participants. All
ENGAGING STRUGGLING READERS IN LITERACY 18

students who participated in my study were already used to the routine of working

with me on a daily basis for 15-minutes of literacy instruction. After 15-minutes of

literacy instruction with me, the students went over to the word study side of the

classroom where they completed writing activities and word work.

I chose to pursue a research project in engaging struggling readers at the

elementary level because I worked hands-on with struggling readers in the second and

third grade and was very curious about teaching strategies to use in the classroom to

engage struggling readers in literacy. As the weeks continued in school, I noticed

more students voicing their disinterest towards reading or demonstrating a negative

attitude towards reading. With the completion of this research project and experience

in the classroom on a daily basis, I hoped to become an expert on effective strategies

to use with struggling readers that will result in the increase of students being

engaged in literacy as a whole.

Research Positionality

During the data collection period, I was employed as a teaching assistant to a

reading teacher at the second and third grade level. Since I was employed by a school

district and worked daily with students in small group and one-on-one, I had the

opportunity to connect with the students and teachers in order to fulfill the research

needed for my case study. I was a graduate student studying Literacy Education (B-

12) at the College at Brockport, State University of New York (SUNY). I grew up

living in the Finger Lakes area where I currently live and teach.

I was a participant observer and a teacher in my research study on engaging

struggling elementary readers. During this research study, I taught students a variety
ENGAGING STRUGGLING READERS IN LITERACY 19

of reading strategies and skills, while also observing them. Another role I pursued

during my research study was as a mentor to the students I worked with. I feel that it

is important to get to know each student on a personal and an educational level in

order to make connections with them, which leads to a successful teacher-student

relationship. If we better understand how a student learns and some of their interests,

we are more likely to make connections with our students and make learning more

engaging for them. This was something I demonstrated through my research study

process.

In high school, I struggled with anxiety, which negatively affected my math

grades. I studied every night, completed additional worksheets to practice, and even

stayed after school to get help from my teachers. None of this mattered because as

soon as a quiz or test was put in front of me, my mind went blank. It was because of

these experiences and the anxiety I felt towards math that made me want to become a

teacher and help others who struggle in school. Growing up, I loved reading and did

so often. My parents both read to me at night and I received books for birthdays and

holidays. Although I did not struggle with reading, I know the feeling of trying very

hard at something and not being successful. The frustration alone can cause you to

want to give up or dislike that subject. I want to help struggling readers overcome

their areas of weakness and gain more confidence in themselves as well as develop an

interest in reading.

Data Collection

This is a qualitative study carried out over a period of 10 weeks. The methods

of data collection I used for my research project are research journals, observations,
ENGAGING STRUGGLING READERS IN LITERACY 20

anecdotal notes, students’ work, student surveys, and semi-structured interviews

about book choices and students’ reading interests. Through the feedback I received

from students, I implemented different teaching strategies as well as different literacy

activities to determine if they had a positive impact on student engagement in literacy.

The primary purpose of this research study was to determine what teaching strategies

and literacy activities are most beneficial to promote student engagement in literacy.

The study unfolded over time through several weeks of observations, anecdotal notes,

interviews, collecting student work, recording audio and digital sessions and working

closely with the struggling readers who were selected as participants in my study.

Observations. My observation notes included reflections I had while

observing my students. I also looked for student growth in reading over time.

Interest Survey. I instructed the students to participate in the first reading

interest survey to help me better determine each students’ reading preferences.

Reading Interest Surveys are a tool that can be used by teachers to connect with each

student on a personal level and also to gain insight on how to engage that student in

reading. Once the teacher understands each student’s level of familiarity with reading

and their interests, they will be able to find texts that will engage and motivate that

student to read more frequently.

Interviews. Throughout my study I conducted interviews with the students

selected for this study. These interviews sounded like conversations instead of just

‘yes or no’ answers after questions were asked. From these interviews I was looking

to hear what literacy instruction and activities are most and least beneficial to each

student. I asked that each student gave examples and explained their opinions. This
ENGAGING STRUGGLING READERS IN LITERACY 21

information was beneficial to my study because it determined which strategies are

engaging and should be continued and also, which strategies to disregard.

Procedures.

Every week during the study, I continued my regular teaching schedule and

procedures to keep all students in the routine. Mondays are our guided reading

lessons where I read a book to the students and then we discuss specific elements of

the text. Tuesday through Friday are independent reading days, which are designed to

promote student independence and reading stamina. During these days I have a set

schedule and meet with individual students one at a time to check in on their reading

process and make sure they are picking appropriate books they can comprehend.

Below are some of the procedures I implemented in this study.

Book Choice. Mackey’s (2014) study shows that “many who think they are

poor readers willingly invest time and interest in reading when they find the right

book. Learning to choose is a paramount skill often neglected in schools” (p. 521). A

strategy I implemented into my teaching for this research project was the “I PICK”

strategy for choosing books for independent reading. This strategy originates from

Boushey & Moser’s (2006) book: The Daily 5: Fostering Literacy Independence in

the Elementary Grades. I previously used this strategy during my student teaching as

an undergrad student and the results were great. When students are given choice in

what they read, they can learn how to improve their reading skills by knowing how to

pick good-fit books. “An independent reader, a reader likely to keep on reading for

the pleasure of it, knows how to find something satisfying to read, but this skill is

often not taught in schools” (Mackey, 2014, p.521).

ENGAGING STRUGGLING READERS IN LITERACY 22

According to Boushey & Moser’s book, there are five ways in which we can

look for a good-fit book. This is done by using the ‘I PICK’ strategy, which stands for

“I – I choose a book, Purpose – Why do I want to read it? For information or for

fun?, Interest – Does this book interest me? Comprehend –Am I understanding what I

am reading?, and Know– I know most of the words” (Boushey & Moser, 2006). This

independent reading strategy gives students choices in the books they can read and

also ensures they will be engaged in their reading. Although it is important to allow

students choice in what books they read in the classroom, it is dually important for

teachers to make sure students know how to pick a “good fit” book for themselves.

“No matter what a person’s reading preferences, selection proficiency matters. It is a

significant life skill. Many people who are perceived -- by teachers, by parents, and

often by themselves – as poor or nonreaders are in fact simply poor choosers of

reading material, a very different concern” (Mackey, 2014, p.253).

Traveling Book Club. Another literacy strategy I implemented in my study

was a traveling book club. “Book clubs enable students to learn from the freedoms

given, which lead to a deeper understanding of their reading, developing deeper

understanding of other people through their conversations, and providing

opportunities to safely fail and celebrate success” (Petrich, 2015, p.5). First, I

administered a Running Reading Record with each student to determine their fluency,

comprehension, accuracy, self-correction rate and miscue percentages, which

established an appropriate leveled text for them to begin reading at. I kept records of

which level each student began and ended at for the study to determine their progress

over time. After introducing the students to the appropriate level book they currently
ENGAGING STRUGGLING READERS IN LITERACY 23

were reading, they had the opportunity to pick a book out and take it home to read.

This traveling book club process showed me which students were choosing to read at

home and then bringing their books back to trade them in for new one each week or

bi-weekly. The traveling book club was purely based on the motivation of each

student to read outside of the school setting and was not mandatory to participate in.

In my study, book clubs were introduced to second and third grade students at

the beginning of the year. The students are first given a Running Reading Record, a

tool used to discover patterns in student reading behaviors. After determining an

appropriate reading level for the students, each is given a book to read on their own or

with an adult. The purpose of the book club is to encourage students to become

engaged in reading and excelling to the next reading level after completing the

current level they are at. This book club activity also promotes parent/guardian

involvement in their child’s reading outside of school.

Once a student read all of the books at their specific level, they advanced to

the next reading level and received a certificate of completion for that previous level.

This strategy was used to motivate struggling readers to become engaged in a series

of leveled texts over several weeks both in school and at home. The last week of my

study, I analyzed the progress each student made in reading through the traveling

book club. My hope was that every student would drastically advance to a higher

reading level while also becoming more motivated to read on their own.

Technology. In order to motivate struggling readers, we as educators need to

incorporate technology into the classroom to enhance reading skills, such as a

ENGAGING STRUGGLING READERS IN LITERACY 24

SMART board. By using the SMART board in the classroom, students are able to

work hands-on with technology and participate in reading and writing activities.

Another technology tool to use in the classroom to promote reading

engagement is providing e-books on tablets, which several school are currently

provided with. E-books are an electronic version of a book that students can read on a

tablet, computer or cell phone. E-books can be purchased, downloaded and read

within minutes. With the increase in technology and the availability of such electronic

devices, e-books are a new and engaging way to promote reading to struggling

readers.

Trustworthiness

I conducted a qualitative study and outlined studies conducted by Compton-

Lilly, Taylor, Graves, and other well-known researchers to ensure my research design

was valid. To enhance the credibility of my research, I triangulated information from

different data sources such as surveys, student interviews, and small group

conversations and activities. Clark & Creswell (2015) state, “Triangulation is the

process of corroborating evidence about a finding from different individuals or types

of data” (p.364). This study provides in depth descriptions of participants, data, and

the research process to ensure that the themes found in a study are credible

representations of the participant’s experiences and perspectives.

I worked over an extended period of time with the participants in my study

throughout the data collection process. It was imperative that I include participant

quotes throughout my study to provide emphasis and realism to my study.

Throughout my study, I asked peers and colleagues to critically review my work to

ENGAGING STRUGGLING READERS IN LITERACY 25

guarantee accuracy of my findings, which is referred to as member checking. I also

cited others’ work, such as established methods of interviewing and collecting data to

support the trustworthiness of my data and research processes.

Analysis

“Qualitative data analysis should be a systematic, rigorous, and thoughtful

process that researchers use to uncover detailed descriptions of and larger patterns

about the central phenomenon from the collected data” (Clark & Creswell, 2015, p.

355). I used an open coding process for interpreting and analyzing my data. When

analyzing my data I did not start with predetermined codes but instead, I read the data

and created codes based on my interpretation of the meaning of the data. According

to Clark & Creswell (2015), this is often referred to as open coding because the

researcher is open to the ideas that occur in the data (p. 359). During open coding, the

codes can be written in three different ways: standard academic terms, expressed in

the researchers own language, or stated in the participant’s actual words. My codes

were a mix of three versions of open coding phrasing.

The first step I took to analyze and interpret my data was to go through my

daily observations, interviews and surveys. Next, I divided the observations,

interviews and surveys into appropriate grade levels of the participants, second or

third grade. When I went through the surveys the participants took, I found similar

themes across both the second and third grade students.

I categorized themes across my surveys, interviews and observations by

reading through each result and comparing similarities and differences according to

the grade level of the participants. I used two interviews that I created regarding
ENGAGING STRUGGLING READERS IN LITERACY 26

student interest in reading, engagement while reading, book choice and the

participant’s view of themselves as readers. The similarities I found in the surveys

and interviews were also evident in my daily observations, which occurred over a ten-

week time period. The themes I found came directly from my methods of data

collection.

Findings

The purpose of my study was to analyze how to engage struggling readers in

literacy. I explored how second and third grade students became engaged in literacy

through traveling book clubs, interactive guided reading lessons, and giving students

more choice. I discovered themes within my findings by observing, using surveys and

interviews with each participant. I recognized the participants were all more engaged

during small group guided reading lessons, the majority of the participants disliked

reading in general, all participants want more choice in picking books to read, and the

participation in the traveling book club was not successful in both grade levels.

Finding One: Guided Reading Lessons Promoted Student Engagement. I

noticed from the first guided reading lesson I conducted with the participants that

they were all engaged while I was reading. During guided reading lessons each week

the book chosen was read by the teacher, the students popcorn read or we choral read

as a group. After reading the book of the week, the students and I had a conversation

about the text to determine which students were able to comprehend what was read to

them. It was common that later in the week during independent reading, many

participants would reread the text from our guided reading lesson earlier in the week.

This showed me that they were engaged in reading we had previously covered in
ENGAGING STRUGGLING READERS IN LITERACY 27

small group at the beginning of the week. Student engagement was measured by the

amount of attention, curiosity, interest and passion the students’ showed when they

were learning or being taught. I measured student engagement by tracking on a daily

basis if they were enjoying the book they were reading, laughing/smiling, or reading

the whole time during independent reading. If a student looked disengaged, I would

often see them flipping through pages, not actually reading, changing books every

couple minutes, or looking around the room, not taking advantage of independent

reading time. Through this process I noticed the engagement and attentiveness of all

students during our guided reading lessons on Mondays.

At the beginning of my study, my findings showed many of the participants

struggled to find good-fit books that kept their attention for the whole 15-minutes of

independent reading time. After noting these observations, I sat down with these

students and asked them what kinds of books they would be interested in reading and

that would hold their attention the whole 15- minutes. By taking the time to talk with

each of these participants who were struggling to find a good-fit book, I learned more

about their personal interests and what I could do to help them become more engaged

in literacy.

Scott and Bryan, the two second grade male participants, showed

characteristics of a reluctant reader. By definition, a reluctant reader is “anyone who

does not show interest in reading” ([Link], 2015). During independent

reading time Scott and Bryan rarely used the time to work on improving their reading

skills unless a teacher was sitting next to them. During guided reading lessons, both

reluctant readers were more engaged and participated in group discussions. I asked
ENGAGING STRUGGLING READERS IN LITERACY 28

these students to explain their feelings about guided reading lessons in small group

versus independent reading. Bryan and Scott both surprisingly identified themselves

as “not good readers” and neither felt confident enough to read books independently

without frustration and confusion as to what they were reading. “When we sit in small

group during reading lessons, I understand what the book is about because you

explain hard words I don’t know” said Scott. Bryan said, “I don’t know a lot of words

sometimes when I read by myself and then I get confused and don’t want to read my

book anymore during independent reading.” These statements show that when readers

struggle independently, it can promote a disengagement towards reading. These

students would prefer to have an adult or another student to read with them to help

them when they are stuck on an unknown word or are unsure of what they are

reading.

I also asked the third grade participants to express their feelings towards

guided reading lessons versus independent reading. Many of the third graders had

similar responses as the second graders, Bryan and Scott. Third grade student, Tyler

stated, “I used to not like reading by myself because I didn’t know what to do when I

didn’t know a word but now I like reading by myself because I know strategies I can

use to understand tricky words in my book.” This tells me that the guided reading

lessons helped build Tyler’s confidence as well as his independent reading skills by

teaching him several reading strategies to decode unknown words. Another third

grade student, Mike expressed his feelings towards guided reading when he said, “I

like reading alone now because I found books that I like and can read good.” Mike

showed a disinterest in reading at the beginning of the study but now he has become
ENGAGING STRUGGLING READERS IN LITERACY 29

more engaged because he found a good fit book for him. He currently is reading the

Magic Tree House books which are part of a series and some days he can’t put his

book down because he enjoys it.

Student Observations of Engagement

Grade Level Guided Guided Guided Guided Guided

of Reading Reading Reading Reading Reading
Participants Lesson Lesson Lesson Lesson Lesson
01/25 02/02 02/08 02/22 03/07
2nd Grade Engaged Sort of Engaged Engaged Engaged
Engaged
3rd Grade Engaged Engaged Engaged Engaged Engaged

Table 2. Student engagement. This figure shows that students were engaged in guided reading

lessons.

Finding Two: The Majority of Participants Dislike Reading. After

meeting with each participant individually and conducting multiple interest surveys

and interviews, it was clear that the majority of the participants disliked reading.

When asked why they disliked reading, students responded similarly with: “I don’t

like what I am reading,” “I’m not interested in this book,” or “I’m not good at reading

so I don’t like it.” After analyzing participants’ survey questions (see Table 3) it was

evident that the majority of the students did not like reading at the beginning of my

study and by the end of the study, their attitudes changed. A common thread between

all participants is their lack of confidence in themselves as readers.

I wanted to further determine what was causing the lack of confidence in these

students as readers so I continued asking the participants questions. When asked why

he felt he was not a good reader, second grader Scott replied, “Sometimes I don’t

know the words in the book I’m reading and I can’t figure it out so I get mad and
ENGAGING STRUGGLING READERS IN LITERACY 30

need help. That makes me not a good reader.” Scott’s perception of what not being a

good reader looks like is misled. I explained to him that not knowing all the words in

a text and needing help doesn’t make him a bad reader. According to Scharer,

Pinnell, Lyons & Fountas (2005), “Children who are experiencing difficulty learning

to read commonly become frustrated” (p. 29). Scott along with many of the other

participants struggled with reading and became frustrated so they would give up on

the task at hand. To help solve this frustration issue, I showed Scott strategies to use

while he is reading alone to help him decode tricky or unknown words. During the

study, Scott slowly gained confidence in his reading ability especially his independent

reading.

Ian, a third grade participant said, “My mom wasn’t very good at school and

reading so that’s probably why I’m not good at reading either.” This response really

took me by surprise but also showed me that literacy is not a big focus at home for

some of the participants. Ian’s statement encouraged me to ask the other participants

in my study questions about literacy and the amount of parental involvement in their

home. It became clear that many of the participants did not have parent-involvement

at home when it came to reading. I believe that the lack of parental involvement in the

students’ literacy may have led to the majority of the students having a negative

attitude towards reading. Research demonstrates that “the effects of parental

involvement have shown a consistent, positive relationship between parents'

engagement in their children's education and student outcomes” (Reglin, Camron &

Losike-Sedimo, 2012, p. 19).

ENGAGING STRUGGLING READERS IN LITERACY 31

Student Interview and Survey Questions

Participants Do you like to read? Have you gained an

interest in reading so far
this year?
Sophia Yes “Yes, ‘cause I think
reading is fun!”
Scott No “Not really, I liked it
when I first started.”
Bryan No “Only a little bit.”

Ian Yes “Yes – I used to not read

a lot and now I read more
and am interested.”
Mike No “Yeah because when I
started this year I didn’t
ever read at home and
now I go home and read
mystery books.”
Tyler No “Yeah, I’m getting better
at reading now.”
Table 3. Student survey and Interview questions. This table illustrates students’ answers to a

survey question from the beginning of the study and an interview question asked at the end of

the study.

Finding Three: All Participants Want More Choice in What They Read.

Through my study, I found that when given choice in what they could read, the

students became hooked on a book that was part of a series. “It is important for texts

to be varied and appealing. Use a good mix of fiction and nonfiction texts with

students” (Fountas & Pinnell, 2002, p. 112). Fountas and Pinnell (2002) found

“Series books can play a special role in supporting all readers, but struggling readers

in particular respond to them in very positive ways” (p. 112). This proved to be true

in my study as the participants were drawn to series books such as Henry and Mudge,

Ready Freddy, Frog and Toad, and Little Critters.

ENGAGING STRUGGLING READERS IN LITERACY 32

Creating an engaging classroom library “begins with understanding the

students’ needs, strengths, and interests. That understanding grows as we learn more

about the supports and challenges within texts” (Gordano, L., 2011, p. 612-619). The

next step is to support independent reading, which involves students selecting books

that are appropriate for them to read on their own.

Student Interview Question & Answers

What Can Teachers Do to Make Reading More Engaging and Fun for You?

“I wish teachers would give me more books to choose from.”

“I like to pick my own books.”

“I know what books I like.”

“I can’t connect with books my teacher picks.”

“I know what I want to read about.”

“I don’t like a lot of the books we have to read in class.”

Table 4. Student interview answers. This table shows the students’ responses to an interview

question about making reading more engaging.

The results from the interviews with the participants (See table 4) showed that

all participants want more choice in what they read in school. When asked the

questions, “What can teachers do to make reading more engaging and fun for you and

do you wish you had more choice in books you can read in school?” These responses

from the students showed me that many struggling readers have the same ideas when

it comes to what teachers can do to help them be more engaged in reading.

I also asked students to name some books they would like to see more of in

school as an option for them to read. Some of the fiction books the participants in my
ENGAGING STRUGGLING READERS IN LITERACY 33

study listed as books they want to read include: Lego books, Star Wars, Magic Tree

House, I Survived, Bad Kitty, Henry and Mudge, Frog and Toad, Little Critter, Ready

Freddy, Pete the Cat, Minecraft and The Lion King. Some non-fiction books the

participants enjoyed reading are about animals, dinosaurs, and nature. As you can see,

the participants had a wide variety of reading interests. This is something that needs

to be noted by classroom teachers so they can provide a more engaging and

appropriate library for their students.

Interview Questions about Book Choice

Participants Do you want more Why?
choice in the books you
can read?
Sophia Yes “I like to pick my own
books.”
Scott Yes “I would pick what I
want.”
Bryan Yes “So I get books I know I
want.”
Ian Yes “I want to pick books I
know I like to read.”
Mike Yes “I want to choose books
that interest me.”
Tyler Yes “I would pick books I

like.”

Table 5. Interview questions. This figures demonstrates students’ answers to an interview

question about being given more book choice.

Finding Four: The Traveling Book Club was Not Successful Overall. The

participants in grade 2 participated in the traveling book club on a monthly basis. The

traveling book club was a reading intervention I used in my study to promote reading

engagement and also to track student motivation to read outside of the school setting.

The traveling book club was 100% optional for the students to participate in. There
ENGAGING STRUGGLING READERS IN LITERACY 34

were seven levels (K, K-1, 1, 1-2, 2, 2-3, and 3) that the students could work through.

All second grade students began at level K and the third grade students began reading

at level 1. There were 57 books total that the students were able to read if they chose

to. Each book level contained a specific number of books that the student could read.

Once the student completed all of the books at that level, they would receive a

certificate of completion and could move on to the next book level.

At the beginning of the study, all students took a book at their specific level

and seemed enthusiastic about participating in the traveling book club. This was an

option for these students to read books at home with a parent, guardian, or older

sibling. After the first month of the traveling book club beginning, I noticed not many

students were bringing their books back to change out for another. The students had

lost interest in the traveling book club and only participated when they were asked

about their progress. The participants in grade 3 only participated during the first

month, October and again in December when I checked in with them before winter

break from school. In an interview at the end of the study, I asked each student if they

would participate more in the traveling book club if they had the option to pick their

books. Some of the responses I received were: “No. I didn’t like the books,” and “I

like when you choose the books for me.”

I also asked students what I could do to better next year to make the traveling

book club more successful. Many students said, “I didn’t have anyone to read with at

home” or “I liked picking books that were in the classroom not the traveling books.” I

dug a little deeper and asked what the difference was between the traveling books and

the books in the classroom? Sonia said, “The books in the classroom are books I like
 ENGAGING STRUGGLING READERS IN LITERACY 35

and the traveling books are harder to read. My parents don’t read the other side of the

book and it’s too hard for me.” This is relevant information because now I know to

leave the traveling books out for an additional option for the students to read but their

interest is in taking out books they are interested in from the classroom. Future

traveling book clubs would be more effective if the students could sign out a book

they show great interest in.

Traveling Book Club – Number of Books Read by Students

Participants October November December January February March

Sonia 1 1 2 1 1 1

Scott 2 1 1 1 0 1

Bryan 1 1 1 1 3 2

Ian 1 0 0 0 0 0

Mike 2 0 0 1 0 0

Tyler 1 0 0 1 0 0

Table 6. Traveling Book Club results. This table shows that between October 2015 and March

2016, participants did not take advantage of the 57 books available to them through the

Traveling Book Club.

Discussion

Conclusions

During this study, I made several conclusions. After analyzing my data, I

found three significant findings from my study. My findings include a) guided

reading lessons improved student engagement, b) all participants want more book

choice, and c) the Traveling Book Club was unsuccessful.

ENGAGING STRUGGLING READERS IN LITERACY 36

Guided Reading Lessons Improved Student Engagement. Student interest

was at an all-time high during guided reading lessons, which led to ongoing student

engagement every week. The guided reading lessons conducted in this study were

created to promote student engagement in active reading. Casey’s (2008) study shows

that “collaborative learning offers opportunities to work within students’ abilities,

engage learning, and provide access to literacy materials and events” (p. 284). “As

students decode, describe, and react to a shared reading event, their individual

identities and experiences shape conversations and the texts shape the individual

identities and experiences of the participants” (Casey, 2008, p. 286). Research shows

that students are engaged when given the opportunity to make choices about their

reading and students are more likely to participate in reading experiences shared with

their peers and teachers (Casey, 2008, p. 286).

Participants Want More Book Choice. At the beginning of the study, 67%

of the participants disliked reading because they were unable to relate to the books.

This shows that reading engagement during independent reading was affected by lack

of book choice. By giving students more book choice, they are able to pick books of

their interest. In today’s world, a wide variety of books are available through

technology such as electronic books (e-books), which are gaining popularity for

personal reading. “Options for access to a large selection of book titles and

‘anytime/anywhere’ reading choices have added to the increased use of e-books”

(Brown, 2011, p. 1). “Reading engagement is an important component of a child’s

ultimate literacy development. “Based on earlier research, it is known that the

materials that parents decide to keep in their home or the material that teachers select
ENGAGING STRUGGLING READERS IN LITERACY 37

for the classroom are crucial in shaping the literacy development of children” (Jones,

T. & Brown, C., 2011, p.1-19).

Traveling Book Clubs was Unsuccessful. Students were not interested in

participating in the Traveling Book Club because the books were not of interest to

them. Parents were encouraged to read and discuss the books from the traveling book

club with their children, while also helping the children relate the books to regular life

outside of school. Results from the traveling book club in this study showed that more

parent involvement would have influenced student participation. The lack of parent

involvement in the traveling book club resulted in very little student interest and

participation. At the end of the study students were asked a series of questions

pertaining to the traveling book club and what needed to be changed to promote

student interest. Several students responded that they did not like the books that were

in the traveling book club and still would not participate if they were able to choose

their own books.

Implications

During this study, I developed several implications that may benefit the

participants in my study as well as struggling readers in the future. These implications

may improve student engagement and interest in literacy. It would be pertinent for

teachers working with struggling readers to create engaging guided reading lessons,

give students more book choice, and allow students the choice to participate in

traveling book clubs.

Engaging Reading Lessons. Guided reading and interactive read aloud

lessons are beneficial in small group settings. Scharer, Pinnell, Lyons & Fountas
ENGAGING STRUGGLING READERS IN LITERACY 38

(2005) believe that “Interactive read-aloud is an efficient way for students to expand

their vocabulary and concepts and share and understand texts” (p.25). Through

interactive read-alouds, teachers provide meaningful and enjoyable experiences for

students, engage readers though thoughtful discussion, model and provide support for

fluent reading (Scharer, Pinnell, Lyons & Fountas, 2005, p.26). Interactive read-

alouds are also known for articulating thinking through discussion, which extends

students’ understanding and also sets a clear expectation that reading is about making

meaning.

Student Choice. Students need to be given more book choice to promote

engagement in literacy. “Without interesting and engaging texts, reading instruction is

joyless. We need texts that captivate students even at the beginning levels” (Scharer,

Pinnell, Lyons & Fountas, 2005, p.28). This is an example of why it is important for

teachers both choose engaging books that will be of interest to students and also allow

the students to pick books for the classroom. Fountas & Pinnell (2002) state, “Finding

the right books alone will not be sufficient to help struggling readers; however, once

we achieve this goal, we need to create a setting within which we can do powerful

teaching” (p.89). This is true in that many struggling readers need more than just

more book choice. The first step in helping struggling readers is to match the text to

their ability to read. Once students have been matched with appropriate texts to use as

tools, it is pertinent that teachers create a classroom setting that promotes success for

teaching and learning.

Book Clubs. It is common in book clubs to be structured around the learners

having very little control. The emphasis in a book club is on reading and is set by the
ENGAGING STRUGGLING READERS IN LITERACY 39

teacher with little flexibility. In contrast, the traveling book club I introduced in my

study allowed the students to decide for themselves if they wanted to participate,

which gave the students control within their reading and learning. The traveling book

club in this study was intended to promote student motivation outside of school as

well as parent/guardian involvement. According to Petrich (2015), “Discussion of

books and articles with others deepens students’ understanding, and helps keep them

accountable in how they are thinking with the text prior to their conversations with

others” (p. 5). Since this study did not take place in small group in the school setting,

the results did not match other studies. This study shows that not all traveling book

clubs are successful when depending on parent involvement.

Limitations

Over the 10 weeks of my study, I observed, worked with and collected data on

six participants. The data I collected was limited due to the small amount of

participants and the restricted time I had with each student. There were several days

that my observations, interviews and teaching were interfered with due to holidays,

assemblies, fieldtrips and other school events.

Another limitation I had was working with and collecting data from students

who were not in the Response to Intervention program. The study may have shown

different results if I was able to work with students who were not part of the Response

to Intervention program.

Recommendations for Further Research

After completing this study, I have three suggestions for future research on

how to engage struggling readers. Future researchers should collect data by observing
ENGAGING STRUGGLING READERS IN LITERACY 40

a larger number of participants, selecting students who are not receiving Response to

Intervention services and lastly, it would be beneficial to look into the impact of

parental involvement in literacy on student engagement.

Closing

“Our goal as teachers is to observe what readers can do, can almost do, and

cannot yet do so that we can help them build systems that resemble the systems of

effective, flexible proficient readers” (Fountas & Pinnell, 2002, p. 60). This study is

significant because it focuses on how educators can improve struggling readers’

attitude towards reading. This information can be used to work with future struggling

readers or students who show a negative attitude towards literacy. My work can also

lend support to other future research.

ENGAGING STRUGGLING READERS IN LITERACY 41

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