Children's lived experiences with reading : a phenomenological study
Thesis (Ph.D.)--Memorial University of Newfoundland, 2008. Education Includes bibliographical references (leaves 184-203) This study used a phenomenological research method to examine the question, "What are children's lived experiences with reading?" This question was explored throug...
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ftmemorialunivdc:oai:collections.mun.ca:theses4/28213 2023-05-15T17:23:34+02:00 Children's lived experiences with reading : a phenomenological study Coles, Linda. Memorial University of Newfoundland. Faculty of Education Canada--Newfoundland and Labrador; 2008 viii, 224 leaves Image/jpeg; Application/pdf http://collections.mun.ca/cdm/ref/collection/theses4/id/28213 Eng eng Electronic Theses and Dissertations (24.74 MB) -- http://collections.mun.ca/PDFs/theses/Coles_Linda2.pdf a2700621 http://collections.mun.ca/cdm/ref/collection/theses4/id/28213 The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries Children--Books and reading--Newfoundland and Labrador Phenomenology Reading (Elementary)--Newfoundland and Labrador Text Electronic thesis or dissertation 2008 ftmemorialunivdc 2015-08-06T19:21:53Z Thesis (Ph.D.)--Memorial University of Newfoundland, 2008. Education Includes bibliographical references (leaves 184-203) This study used a phenomenological research method to examine the question, "What are children's lived experiences with reading?" This question was explored through the perceptions of eight Grade Three children attending a rural school in Newfoundland and Labrador, where traditional print reading is being challenged by children's increasing engagements with new forms of texts and new literacies that include, but are not limited to, visual, informational, cultural, media, and digital texts. The purpose of this study was to glean an understanding of children's lived experiences with reading, through their articulations of their perceptions of these experiences within the context of the provincial reading curriculum and policies. Individual interviews, focus group discussions, and observation were used to gain access to children's experiences and to delineate themes emerging from their representations of their reading experiences. A view of the reading world of children that emerged from their perceptions contributes to a broader understanding of how children are experiencing reading and provides insight to facilitate future developments in reading policy and pedagogy. The findings extend our understanding of how children are experiencing reading and call on educators to be sensitive to the pedagogical significance of engaging children's insights in matters that involve them. Despite a curriculum that advocates for reading engagement, this study, through the lens of children's perceptions, presents children's lived reading experiences as passionless and disengaging. Thesis Newfoundland studies University of Newfoundland Memorial University of Newfoundland: Digital Archives Initiative (DAI) Newfoundland Canada |
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Memorial University of Newfoundland: Digital Archives Initiative (DAI) |
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ftmemorialunivdc |
language |
English |
topic |
Children--Books and reading--Newfoundland and Labrador Phenomenology Reading (Elementary)--Newfoundland and Labrador |
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Children--Books and reading--Newfoundland and Labrador Phenomenology Reading (Elementary)--Newfoundland and Labrador Coles, Linda. Children's lived experiences with reading : a phenomenological study |
topic_facet |
Children--Books and reading--Newfoundland and Labrador Phenomenology Reading (Elementary)--Newfoundland and Labrador |
description |
Thesis (Ph.D.)--Memorial University of Newfoundland, 2008. Education Includes bibliographical references (leaves 184-203) This study used a phenomenological research method to examine the question, "What are children's lived experiences with reading?" This question was explored through the perceptions of eight Grade Three children attending a rural school in Newfoundland and Labrador, where traditional print reading is being challenged by children's increasing engagements with new forms of texts and new literacies that include, but are not limited to, visual, informational, cultural, media, and digital texts. The purpose of this study was to glean an understanding of children's lived experiences with reading, through their articulations of their perceptions of these experiences within the context of the provincial reading curriculum and policies. Individual interviews, focus group discussions, and observation were used to gain access to children's experiences and to delineate themes emerging from their representations of their reading experiences. A view of the reading world of children that emerged from their perceptions contributes to a broader understanding of how children are experiencing reading and provides insight to facilitate future developments in reading policy and pedagogy. The findings extend our understanding of how children are experiencing reading and call on educators to be sensitive to the pedagogical significance of engaging children's insights in matters that involve them. Despite a curriculum that advocates for reading engagement, this study, through the lens of children's perceptions, presents children's lived reading experiences as passionless and disengaging. |
author2 |
Memorial University of Newfoundland. Faculty of Education |
format |
Thesis |
author |
Coles, Linda. |
author_facet |
Coles, Linda. |
author_sort |
Coles, Linda. |
title |
Children's lived experiences with reading : a phenomenological study |
title_short |
Children's lived experiences with reading : a phenomenological study |
title_full |
Children's lived experiences with reading : a phenomenological study |
title_fullStr |
Children's lived experiences with reading : a phenomenological study |
title_full_unstemmed |
Children's lived experiences with reading : a phenomenological study |
title_sort |
children's lived experiences with reading : a phenomenological study |
publishDate |
2008 |
url |
http://collections.mun.ca/cdm/ref/collection/theses4/id/28213 |
op_coverage |
Canada--Newfoundland and Labrador; |
geographic |
Newfoundland Canada |
geographic_facet |
Newfoundland Canada |
genre |
Newfoundland studies University of Newfoundland |
genre_facet |
Newfoundland studies University of Newfoundland |
op_source |
Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries |
op_relation |
Electronic Theses and Dissertations (24.74 MB) -- http://collections.mun.ca/PDFs/theses/Coles_Linda2.pdf a2700621 http://collections.mun.ca/cdm/ref/collection/theses4/id/28213 |
op_rights |
The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. |
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