Date of Award

Winter 2-7-2014

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Carole Pelttari

Abstract

This study examined how students perceived individual reading and writing choices through student involvement in academics. The goal of the study was to confer with students to see if choice was allowed in student literacy development, to what extent choice was allowed, and how choice motivates students to want to succeed in their reading and writing development. A qualitative approach through observations, surveys, and interviews, stated how five students reported interests in literacy choices, how selected choices were allowed in the classroom with limited choices provided by the teacher, and self-reports of ways efforts would increase if collaboration were allowed in choice-making decisions. The triangulation of data connected students’ feelings of individual involvement with choices made in student reading and writing development and current researchers’ conclusions. Results of the study showed that students want to be heard by teachers and allowed opportunities to express interests and ideas in literacy development. Allowing students to make collaborative choices in their literacy development and other academic areas may not only promote responsibility but motivate students to be proud of their accomplishments. Extensive research supporting the idea of student input in the classroom may provide teachers a stronger correlation of student input and student success in literacy development.

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