An Exploration of Influences Affecting the Selection of Leveled Readers for Early Literacy Instruction
type: CreativeWork
description: Problem Educators have substantive concerns about the quality of children’s literature in general and leveled readers in particular. Though thousands of titles are now available, educators appear to be searching for something better than the text and illustrations found in many of these books. But before educators, authors, and publishers can respond to this perceived need for better beginners’ books, they need a clearer understanding of influences affecting the selection of leveled readers for early literacy instruction. Research Design This qualitative study was based on a narrative inquiry approach. Nine participants were purposefully chosen to represent three distinct groups (university literacy professors, regional superintendents, and classroom teachers) that had the potential to impact the selection of leveled readers for early literacy instruction. Data were collected through qualitative inquiry and interpreted using a constant comparison method of data analysis. A major focus of this study was the relationship of the data to what Clan- dinin and Connelly have called the three-dimensional inquiry space. This is a central core of narrative inquiry with roots that go back to John Dewey’s work in the 1930s. It is based on the assumption that reality is holistic, multidimensional, and always changing as opposed to being a single, fixed, objective phenomenon that is waiting to be discovered. This underlying construct informed every aspect of data collection and analysis throughout the study. Results Upon analysis of the data, four major themes emerged. An educator’s professional life can influence the selection of leveled readers for early literacy instruction. Examples include literacy training, attending reading conferences, reading professional journals, and similar activities. An educator’s personal life can influence the selection of leveled readers for early literacy instruction. Examples include childhood experiences, religious beliefs, family concerns, an…
abstract: Problem Educators have substantive concerns about the quality of children’s literature in general and leveled readers in particular. Though thousands of titles are now available, educators appear to be searching for something better than the text and illustrations found in many of these books. But before educators, authors, and publishers can respond to this perceived need for better beginners’ books, they need a clearer understanding of influences affecting the selection of leveled readers for early literacy instruction. Research Design This qualitative study was based on a narrative inquiry approach. Nine participants were purposefully chosen to represent three distinct groups (university literacy professors, regional superintendents, and classroom teachers) that had the potential to impact the selection of leveled readers for early literacy instruction. Data were collected through qualitative inquiry and interpreted using a constant comparison method of data analysis. A major focus of this study was the relationship of the data to what Clan- dinin and Connelly have called the three-dimensional inquiry space. This is a central core of narrative inquiry with roots that go back to John Dewey’s work in the 1930s. It is based on the assumption that reality is holistic, multidimensional, and always changing as opposed to being a single, fixed, objective phenomenon that is waiting to be discovered. This underlying construct informed every aspect of data collection and analysis throughout the study. Results Upon analysis of the data, four major themes emerged. An educator’s professional life can influence the selection of leveled readers for early literacy instruction. Examples include literacy training, attending reading conferences, reading professional journals, and similar activities. An educator’s personal life can influence the selection of leveled readers for early literacy instruction. Examples include childhood experiences, religious beliefs, family concerns, an…
author: Morelan, William K
keywords: Readers, Literacy Instruction, Influence, Education
date published: 2009-01-01T08:00:00Z
date modified: 2026-07-24T00:53:24Z
provider: Andrews University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Andrews University