Date of Award

Fall 12-19-2016

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Debra Joseph-McEwen

Abstract

My qualitative case study looked at a particular student through the eyes of an emergent literacy learner. Through conducting this type of research, I sought to examine how student interest and motivation allow students to strive in literacy learning in reading and writing. My research participant was selected based on accessibility outside of the classroom setting. As a substitute teacher, it is rarely guaranteed that I will be in the same classroom often; therefore, my participant was selected based upon availability and familiarity. Through the various literacy learning sessions, I employed in conducting my research study with Fred (a pseudonym to protect identity), I was able to observe his literacy engagement behaviors, literacy motivation behaviors, background information, how he used background information and his funds of knowledge to aid in his understanding and making of new connections in learning.

Collaborating was just as important as interacting with the parents. Outside of working together with Fred, I was able to communicate with the student’s mother and father, in regards to his emergent literacy learning abilities in reading and writing. Fred was familiar because he is my younger cousin. I was biased toward the instruction, responses, and resources I provided for him, but despite this bias, I was fully responsible for gathering, exploring and analyzing data accurately

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