| Summary: | Thesis (M.Ed.)--Memorial University of Newfoundland, 2000. Education Bibliography: leaves 92-106 This study explores Grade 4 students' perceptions of themselves as readers and what factors influenced these perceptions. Grade 4 students, consisting of nine females and eight males were observed in their natural classroom setting over a seven-week period. Multiple data collection methodologies included formal and semi-formal interviews, observations, written self-assessments, a parent questionnaire, informal interviews with former teachers, and school records/data. The constant comparative method of data analysis was utilized. -- The Grade 4 students viewed themselves as "good" readers. They view reading as decoding and stated that daily practice would improve their reading. The factors, which emerged as having influenced their perceptions of themselves as readers, are presented in five main categories of A) Decoding, B) Perceptions, C) Reading Affect, D) Value of Reading and E) Physical Characteristics of Print/Books. -- The findings have implications for educators in the classroom. Prior to creating a classroom atmosphere and classroom instruction to best meet the needs of the students, it is necessary to understand the student's perception of him/herself as a reader and the factors which influence this perception.
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