The purpose of this research was to observe and note student performance on choice literacy activities. Students were given choice pertaining to writing assignments and publishing preferences as well as guided reading material. Students completed an interest inventory at the start of the research to better understand the types of literacy activities that may interest them. The students were allowed to exercise choice in their literacy activities when choosing a guided reading book from appropriately leveled choices and choosing their writing topic as well as publishing option such as a big book, a little book, or a step book. Student work as well as student interviews were used to draw conclusions about the effectiveness of student choice in literacy learning. When students were able to exercise choice in their writing assignments, their individual strengths and weaknesses became more apparent. Struggling writers were able to showcase their creative side and their storytelling abilities through choice activities while adept writers struggled to invent their own writing topics.
","abstract_html":"<p>The purpose of this research was to observe and note student performance on choice literacy activities. Students were given choice pertaining to writing assignments and publishing preferences as well as guided reading material. Students completed an interest inventory at the start of the research to better understand the types of literacy activities that may interest them. The students were allowed to exercise choice in their literacy activities when choosing a guided reading book from appropriately leveled choices and choosing their writing topic as well as publishing option such as a big book, a little book, or a step book. Student work as well as student interviews were used to draw conclusions about the effectiveness of student choice in literacy learning. When students were able to exercise choice in their writing assignments, their individual strengths and weaknesses became more apparent. Struggling writers were able to showcase their creative side and their storytelling abilities through choice activities while adept writers struggled to invent their own writing topics.</p>","abstract_has_math":false,"creators":["Maletta, Lisa Marie"],"institution":null,"degree_name":"M.A. Reading Education","degree_level":"Thesis","degree_discipline":"Language, Literacy, and Sociocultural Education","degree_department":null,"school":null,"contributors":["Abraham, Stephanie"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-21T08:00:00Z","date_published":"2016-01-21T08:00:00Z","updated_at":"2026-07-24T04:13:21Z","subjects":["choice","first grade","language arts","literacy","reading","writing","Language arts (Elementary)","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/579","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Abraham, Stephanie"]},{"key":"dc:creator","label":"Author","values":["Maletta, Lisa Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-01-22T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Language, Literacy, and Sociocultural Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Reading Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["choice","first grade","language arts","literacy","reading","writing","Language arts (Elementary)","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/579"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this research was to observe and note student performance on choice literacy activities. Students were given choice pertaining to writing assignments and publishing preferences as well as guided reading material. Students completed an interest inventory at the start of the research to better understand the types of literacy activities that may interest them. The students were allowed to exercise choice in their literacy activities when choosing a guided reading book from appropriately leveled choices and choosing their writing topic as well as publishing option such as a big book, a little book, or a step book. Student work as well as student interviews were used to draw conclusions about the effectiveness of student choice in literacy learning. When students were able to exercise choice in their writing assignments, their individual strengths and weaknesses became more apparent. Struggling writers were able to showcase their creative side and their storytelling abilities through choice activities while adept writers struggled to invent their own writing topics.
"]},{"key":"dc:title","label":"Title","values":["Literacy choice in a first grade classroom"]}]}],"canonical_facts":{"dc:contributor":["Abraham, Stephanie"],"dc:creator":["Maletta, Lisa Marie"],"dc:date.available":["2016-01-22T08:00:00Z"],"dc:description.abstract":["The purpose of this research was to observe and note student performance on choice literacy activities. Students were given choice pertaining to writing assignments and publishing preferences as well as guided reading material. Students completed an interest inventory at the start of the research to better understand the types of literacy activities that may interest them. The students were allowed to exercise choice in their literacy activities when choosing a guided reading book from appropriately leveled choices and choosing their writing topic as well as publishing option such as a big book, a little book, or a step book. Student work as well as student interviews were used to draw conclusions about the effectiveness of student choice in literacy learning. When students were able to exercise choice in their writing assignments, their individual strengths and weaknesses became more apparent. Struggling writers were able to showcase their creative side and their storytelling abilities through choice activities while adept writers struggled to invent their own writing topics.
"],"dc:identifier":["https://rdw.rowan.edu/etd/579"],"dc:subject":["choice","first grade","language arts","literacy","reading","writing","Language arts (Elementary)","Elementary Education and Teaching"],"dc:title":["Literacy choice in a first grade classroom"],"thesis:degree_discipline":["Language, Literacy, and Sociocultural Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Reading Education"]},"updated_at":"2026-07-24T04:13:21Z"}