Date of Award

Spring 5-12-2017

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Kathleen Olmstead

Abstract

This research takes a closer look into the implementation of explicit instruction in adopting a Growth Mindset and how it can affect students’ literacy identity. It also explores how students identify themselves as literacy learners. The purpose of this study is to learn more about how students identify themselves as literacy learners. Furthermore, this study looks into the impact of explicitly teaching reading strategies and Growth Mindset. This research also looks into finding ways for students to move away from negatively identifying themselves as readers. Data were collected for this study over a period of six weeks using the students’ reading assessments, pre-interviews, post-interviews, writing samples and field notes during Guided Reading groups, independent work and Writer’s Workshop. Data were analyzed for how the students identified as readers and how Growth Mindset impacted their literacy learning.

Included in

Education Commons

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