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dc.contributor.advisorOlmstead, Kathleen
dc.contributor.authorRoberts, Kristina M.
dc.date.accessioned2021-09-07T21:39:16Z
dc.date.available2021-09-07T21:39:16Z
dc.date.issued2017-05-12
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4953
dc.description.abstractThis 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.
dc.subjectLiteracy
dc.subjectIdentity
dc.subjectSelf-Concept
dc.subjectGrowth Mindset
dc.subjectReading Strategies
dc.titleIdentification and Literacy: The Way Children Identify Themselves as Literacy Learners
dc.typethesis
refterms.dateFOA2021-09-07T21:39:16Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.languate.isoen_US


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