Introduction
Readers engage in literacy activities for various reasons, with individual preferences affecting their reading habits My experiences, both personally and professionally, have revealed a spectrum of attitudes towards reading among children and adults, ranging from enthusiasm to aversion This observation has sparked my curiosity about how to foster a lifelong motivation for reading in young children Consequently, I designed this study to explore the influence of early literacy experiences on individuals as they transition into adult readers In this chapter, I will share the journey that led me to investigate this important topic.
I will also introduce my research questions, explain the purpose and significance of the study, and identify the limitations of the study
For years, I have been intrigued by the contrasting reading habits between my husband and me I find myself engrossed in everything around me, from cereal boxes at breakfast to college textbooks, and I can't bear to discard any mail or newspapers without reading them first Conversely, my husband, a Major in the United States Army, tends to ignore most reading materials, only engaging with comics It wasn't until a quiet moment during his second deployment to Iraq that he completed his first novel.
What makes one person devour books like candy, while another discards reading materials without a thought? Ross (2006) explained that,
Many individuals who dislike reading perceive it as a burdensome task, similar to the way most approach filing taxes—difficult, obligatory, and time-consuming In contrast, confident readers enjoy a seamless reading experience, often seizing moments of free time to indulge in books and carrying them along for unexpected waits.
Reading is a skill that improves with practice, and those who enjoy it tend to engage more frequently, enhancing their abilities In contrast, reluctant readers may possess the skills but often avoid reading due to anxiety, which can lead to a lasting aversion Establishing a love for reading early in life is crucial, as it fosters a lifelong habit that can significantly enrich personal growth and knowledge Therefore, motivating young children to find joy in reading is essential for their development.
Extensive research highlights the importance of effective reading teachers in shaping early literacy experiences, which are crucial for future academic success (Sherman, 2004) This study investigates the pedagogical characteristics that may foster a lifelong desire to read, providing valuable insights for current educators and parents of young children By examining the aspects of early literacy that impact readers into adulthood, the research aims to identify key factors that contribute to sustained reading engagement throughout life.
This study analyzes transcripts detailing early literacy experiences, alongside insights into reading habits and the social and professional activities of adult readers.
This study aims to identify the early literacy experiences that significantly influence and motivate individuals as they transition into adulthood As instructional practices evolve in response to shifting attitudes toward reading, it becomes essential to adopt new methods, materials, and techniques Recognizing the key elements of early reading experiences is crucial for fostering lifelong readers, as consistent practice plays a vital role in reading development.
This study employed a case study methodology to provide in-depth insights into participants' memories of early literacy experiences and their current reading habits Data were collected through interviews with adult participants, who were prompted to reflect on their archival memories from primary school and recount significant aspects of their earliest literacy encounters.
Participants in the study shared their current reading preferences in both personal and professional contexts, exploring the factors that influence their engagement with reading Key features of early literacy experiences were examined to understand what encourages individuals to repeatedly turn to reading or, conversely, to avoid it altogether The research aimed to uncover the underlying motivations behind these reading habits.
1) What specific memories do adult readers recall about early reading experiences?
2) What is the nature of the influence of early reading experiences on lifelong reading habits as reported by adults?
3) What is the nature of the influence of lifelong reading habits on social and professional life as reported by adults?
This study highlights the enduring influence of early literacy experiences on individuals, as reflected in the insights of former students now in adulthood It provides valuable perspectives for parents and educators, emphasizing the relevance of these findings for contemporary practices By analyzing the data, stakeholders can better appreciate the significance of specific early literacy experiences in shaping both childhood and adult outcomes.
The following definitions are offered to clarify terms presented in this study
Case Study: An exploration of a bounded system, a case, over time using detailed, in- depth data collection (Creswell, 1998)
Coding: Tags or labels for assigning units of meaning to chunks of data compiled during a study (Miles & Huberman, 1994)
External Auditor: An individual who has no know connection to this study, so that he/she may examine the findings as supported by the data (Hancock & Algozzine,
Generalization: A statement, used in a typological analysis, that expresses a relationship found in the particular context under investigation Generalizations do not imply generalizability to contexts outside of the study (Hatch, 2002)
Informed consent is a crucial document that is signed by both the researcher and the participant, ensuring the protection of participants from potential harm during the study It also grants participants the right to withdraw from the study at any time if they choose to do so (Gay & Airasian, 2003).
Interview: A data collection strategy used by researchers to explore informants‟ experiences and interpretations (Denzin & Lincoln, 2000; Hatch, 2002)
Interview Protocol: Open-ended questions that are designed to elicit responses from participants about their experiences and understandings of the phenomenon under investigation (Hatch, 2002, Hancock & Algozzine, 2006)
Multiple Case Study: Research that involves more than one case (Creswell, 1998) Not-reader: A term to describe an individual who can read, but chooses to read only infrequently (Lockledge & Matheny, 1987)
Phenomenon: A particular situation or activity to be studied (Hancock & Algozzine,
Review of Literature: A written account that involves identifying, locating,and analyzing documents containing information that is related to the research questions (Gay &
Self-Efficacy: An individual‟s self-judgment of their ability to carry out courses of action required to achieve a goal (Putman, 2009; Klassen, 2010)
A struggling reader, also referred to as a striving reader or nonreader, is someone who has not developed the necessary reading skills despite possessing normal intelligence and having received sufficient instruction This definition is supported by the research of McCormick (1994) and further explored by Johnston and Allington.
(1991), these readers could also be called children-with-different-schedules-for-reading- acquisition or children-we-have-failed-to-teach-to-read
A teacher is an individual who envisions a student's future and holds the authority and responsibility to design daily teaching practices that facilitate the achievement of that vision (Sherman, 2004).
Transcript: A recorded or written account of the conversation that occurred during the interview or other interaction (Denzin & Lincoln, 2000; Hatch, 2002)
Typological Analysis: A type of analytical process which initially requires a division of the data set into predetermined categories (Hatch, 2002)
Typology: Topics of interest which are used to form questions in an interview protocol
Interviews should elicit evidence about participants‟ perspectives on these topics of interest (Hatch, 2002)
Reading is intrinsically linked to a nation's literacy and the overall quality of life of its citizens, as highlighted by the National Endowment for the Arts (2004) Research indicates that fostering a culture of reading can lead to a society filled with positive contributors It is crucial to identify who engages with reading and the early childhood experiences that foster this enjoyment While educators often assess teaching methods through current student test scores, the long-term effects of early literacy environments are frequently overlooked The quality of reading experiences plays a vital role in shaping reading motivation and development To cultivate self-motivated and proficient readers, understanding these experiences is essential The insights from this study could aid educators in developing strategies to motivate readers and assist parents in nurturing a lifelong passion for reading in their children Combined with similar research, this study aims to enhance the quality and accessibility of early literacy experiences.
Successful literacy entails embracing key literacy practices essential for navigating both academic and societal contexts As highlighted by Compton-Lilly (2007), individuals seek literacy primarily for the opportunities it unlocks Therefore, equipping a child with reading skills is arguably the most valuable contribution of the educational system.
Review of Related Literature
Literacy is the ability to read and comprehend written text, allowing individuals to derive meaning from words on a page A literate child or adult can effectively interpret and engage with printed material, which is essential for communication and understanding in today's society According to Ross (2006), this definition encapsulates the fundamental aspects of literacy.
Being literate means navigating a text-rich world filled with various written materials, such as job applications, schedules, and food labels Reading goes beyond mere enjoyment; it allows individuals to retain information similarly to how they remember significant life experiences People recall from books what resonates with them and what they comprehend, highlighting the importance of understanding in the reading process.
(Smith, 2004, p 190) Readers become better readers by reading, and reading helps individuals improve their comprehension skills and increase their vocabulary
(Cunningham & Stanovich, 2003; Guthrie & Wigfield, 2000; Krashen, 2004) These increased skills enable readers to be more successful in other academic tasks, thus, reading generally makes individuals smarter (Smith, 2004)
In the early twentieth century, the United States underwent significant transformations driven by technological advancements and rapid production processes The emergence of consumerism and knowledge industries highlighted the importance of effective communication through words and symbols for profitability Consequently, literacy became an essential skill for economic competitiveness, elevating its value in the workforce.
Brandt explained the results of these changes:
In the twentieth century, literacy emerged as a vital resource for the American economy, significantly influencing how it is accessed, learned, and valued This development shaped the materials used for literacy, the pathways available for learning, and the societal perceptions and inequities associated with it While literacy is not solely pursued for job opportunities nor does it guarantee rewarding employment, its evolution from the Protestant evangelism and common schools of the nineteenth century transformed it into a powerful force, akin to a public utility, that fueled American capitalism.
A comprehensive literature review on literacy studies highlights its significant social and cultural dimensions, explored across psychology, sociology, and anthropology This chapter focuses on the critical role of early literacy experiences, emphasizing their lasting impact Additionally, it discusses research on adult readers' retrospective reflections of their literacy journeys, revealing how these memories shape their current reading practices.
Throughout its history, reading has been understood in various ways, with researchers exploring its skills, cognitive processes, and developmental stages As new insights emerge from reading research, these elements have been integrated into diverse models, leading to multiple perspectives on the reading process A consistently supported practice for enhancing reading ability is the persistent engagement in reading itself, which has been validated by research (Cunningham &).
Reading practice is crucial for developing literacy skills, as highlighted by researchers like Stanovich (2003), Guthrie & Wigfield (2000), and Krashen (2004) Therefore, a key challenge in reading research is discovering effective strategies to motivate individuals of all ages to engage in reading.
In the Bible, Jesus illustrates the "Matthew effect" in the parable of the sower, stating that those who have will receive more, while those who lack will lose even what they have (Matthew 13:12) This principle, highlighted by researchers Keith Stanovich and Anne Cunningham in their study of reading, shows that proficient readers tend to read more frequently, enhancing their skills, whereas struggling readers often read less, hindering their improvement (Cunningham & Stanovich, 2001).
Stanovich found that here is a huge difference in reading volume between avid and reluctant readers Brandt (2001) summed up the discrepancies in reading by saying,
“The rich get richer, the literate get more literate” (p 169)
My dissertation research examined the work of Cunningham and Stanovich, which highlights the long-term impacts of reading habits on individuals Studies indicate that those who engage in pleasure reading tend to achieve higher incomes and greater job satisfaction compared to their peers who do not read for enjoyment.
Reading significantly impacts cognitive development, enhancing vocabulary and fluency According to Cunningham and Stanovich (2001), these effects are both reciprocal and exponential, indicating that the benefits of reading extend beyond individual passages Independent reading outside of school plays a crucial role in improving reading skills, verbal intelligence, and overall knowledge of the world.
Providing children with diverse reading experiences is crucial for their development Early achievements in reading create a positive feedback loop, enhancing their reading skills and fostering a love for literacy (Cunningham & Stanovich, 2003).
“Intelligence has never been found to be an important factor in learning to read, although reading appears to contribute significantly to intelligence” (Smith, 2004, p
Allington (1977) found that children who attend remedial reading classes participated in an abundance of activities, but little reading was accomplished In fact,
Allington (1977) discovered that students read an average of only forty-three words in context during reading sessions, indicating a focus on isolated skills rather than comprehensive reading To enhance the quantity of words read in context, it is recommended that educators provide materials that students can read fluently and encourage multiple readings of the same text.
Literacy scholars emphasize that reading skills developed in early education significantly impact children's lifelong literacy Dickinson (1998) highlighted the critical importance of reading and writing skills acquired during primary grades Theorists agree that most vocabulary growth occurs through indirect language exposure rather than direct instruction While everyday speech often lacks diverse vocabulary, print offers a wider range of words, including less common ones, making reading a superior tool for vocabulary development (Cunningham & Stanovich, 2001) Consequently, children gain access to a broader array of vocabulary through reading compared to conversational interactions.
Research indicates that the volume of reading is a key factor influencing vocabulary development in children, surpassing the impact of oral language exposure Children's literature features a unique vocabulary that is seldom encountered in everyday speech Cunningham and Stanovich discovered that the infrequency of words in children's books exceeds that found in most adult conversations, as well as in prime-time adult television Consequently, reading books provides children with a more diverse and enriched vocabulary compared to conversations and television viewing.
Cunningham and Stanovich (1997) conducted a decade-long longitudinal study tracking children from first to eleventh grade, assessing their literacy skills at the start and recording standardized test scores over the years The findings highlight the significance of an early reading foundation in forecasting lifelong literacy experiences, irrespective of the individual's eventual reading comprehension level.
1997, p 146.) In summary, Cunningham and Stanovich found that reading will make you smarter
The Role of Motivation, Self-Efficacy, and Engagement
Methodology
This study aims to explore adults' recollections of their early literacy experiences and identify those that continue to influence them in adulthood The chapter will outline the methodologies employed to investigate these research questions.
Adult readers often reflect on vivid memories from their early reading experiences, highlighting the significant impact these moments have on their lifelong reading habits These formative encounters with books not only foster a love for reading but also shape individuals' preferences and approaches to literature throughout their lives The influence of these early experiences is profound, as they lay the groundwork for a sustained engagement with reading, ultimately contributing to personal growth and intellectual development.
Lifelong reading habits significantly impact adults' social and professional lives, as detailed in this chapter It outlines the participant selection process, data collection methods, and analysis procedures, while also addressing the study's limitations.
Methodological Approach and Researcher Bias
The creation of knowledge can occur in a variety of ways but for the current research, a qualitative approach was appropriate According to Denzin and Lincoln
(2000), “Qualitative research is a situated activity that locates the observer in the world
This study explores the influence of early literacy experiences through a systematic analysis of retrospective memories By examining these memories, we aim to identify key themes that illuminate the interpretive practices shaping our understanding of literacy.
This study explores adult memories of early literacy instruction, focusing on how these retrospective experiences relate to participants' literacy journeys The motivation behind the research stems from a personal recognition of the influential figures and experiences that shaped my early development My passion for learning and appreciation for education blossomed during childhood, ultimately guiding me towards obtaining a teaching license from a liberal arts college, despite initially not envisioning a career in teaching.
As a teacher, I find it fascinating to observe the diverse ways in which children learn, recognizing that their unique personalities and life changes significantly impact their academic journeys This curiosity led me to question why some students effortlessly grasp reading skills while others face challenges with every word I empathize with those who have had negative school experiences and seek to understand their early literacy memories While my personal background may introduce researcher bias, it is crucial to acknowledge that complete objectivity is both impossible and undesirable, as highlighted by Hatch (2002).
Denzin and Lincoln (2000) argue that a researcher's personal beliefs and experiences are not obstacles in the study process They suggest that researchers approach their work with certain expectations about which events, problems, and relationships will be significant Throughout the research, some of these initial assumptions may be validated as important, while others may turn out to be negligible.
Research plays a crucial role in expanding the knowledge base, requiring researchers to adopt suitable approaches for framing their studies According to Hatch (2002), researchers are inherently connected to their subjects, emphasizing that the knower and the known are intertwined This current research is framed within a constructivist paradigm, acknowledging that new knowledge must relate to existing understanding, while recognizing that truth can be perceived differently across various perspectives and contexts Ontologically, constructivists believe in a world where universal truths are elusive, focusing instead on individual perspectives and constructions of reality (Hatch, 2002) Through human interaction, diverse explanations emerge, each holding potential value.
Epistemologically, individuals must explore what can be known and the relationship between the knower and knowledge Within a constructivist paradigm, knowledge is derived from collaboration and an understanding that various individuals perceive experiences differently As Hatch (2002) notes, researchers and study participants engage in a co-construction process, emphasizing the collaborative nature of knowledge creation.
To maintain the goals of the study and the constructivist paradigm, a qualitative interview format was best suited for the methodology of the current research
According to McCracken (1988), interviewing is a highly effective qualitative research method, offering insights that other data collection tools, like surveys, cannot match This approach is crucial for understanding human experiences, as emphasized by Denzin and Lincoln (2000) The study design utilized interviews and introspection to capture the personal and subjective nature of reading memories, which are not directly observable By gathering these rich, qualitative responses, the research aimed to enhance our understanding of how early literacy experiences shape adult reading habits.
This study explores individual human memories, emotions, and thoughts, focusing on early literacy experiences by examining participants' recollections and their current literacy experiences as adults Following Hatch's (2002) constructivist paradigm, which emphasizes rich narratives and case studies, a multiple case study approach was deemed suitable for data collection Denzin and Lincoln (2000) further define case studies as comprehensive examinations of specific instances to enhance understanding of complex phenomena.
In a collaborative social process, individuals share and enhance their understanding through shared experiences Our knowledge of events is shaped by the insights others provide from their perspectives The case researcher transitions from one social experience, the observation, to create another through the reporting process.
Case study research focuses on analyzing individual cases to gain insights into a specific phenomenon, as observed within each defined context (Miles & Huberman, 1994) By studying multiple cases, researchers enhance the robustness of their findings Each case is investigated independently, leading to a comprehensive synthesis that captures the unique contributions of all cases while enriching the overall understanding of the phenomenon Researchers play a crucial role in advancing knowledge by sharing their findings through teaching and providing descriptive narratives, allowing readers to engage with the experiences and draw their own conclusions, which may differ from the researchers' interpretations (Denzin and Lincoln, 2000) Through these efforts, case study researchers contribute significantly to the construction of knowledge.
In the fall of 2004, I developed a proposal for an interview study as part of my Qualitative Research class, aimed at exploring adult reading habits and their recollections of early childhood literacy experiences Over the years, this proposal was revised multiple times to enhance its clarity and focus.
As I contemplated extending my study, I engaged friends and family in discussions about their early literacy memories While some couldn't recall learning to read, others shared vivid stories about their home and school experiences My goal was to gain deeper insights from those who remembered their initial encounters with literacy.
Narratives
This study investigates how early literacy experiences shape and motivate adult readers Through interviews with adult participants, we explore their formative literacy experiences and current reading habits in both personal and professional contexts This chapter presents the narratives that introduce and detail the participants involved in the research.
Seven participants were interviewed for this study, inspired by a conversation with Preston about his school reading experiences from fifty years ago His vivid memories and detailed recollections sparked my interest in exploring this topic further, leading me to select him as the first participant in the research.
I have known Kim for over fifteen years and have always admired her intelligence in interpersonal relationships My curiosity about her early literacy experiences and their impact on her adult life led me to interview her, and she was very willing to participate Other participants, though less familiar, were chosen based on our discussions about their early childhood experiences Joe frequently shared insights about his teachers, while Fred and Amy recounted their journeys through special education They were all accommodating when I requested interviews Additionally, an unexpected interview with Ellen revealed a wealth of stories about her childhood literacy learning, prompting me to quickly obtain permission and record our conversation My final interview was conducted with Beth.
Beth, although a stranger to me, learned about my study through a mutual friend who then shared her contact details for an interview.
While the list of potential interviewees continues to expand, the diverse group of seven individuals already provides sufficient insights to address my research questions I am grateful to those who participated, as they demonstrated bravery in sharing personal details about their early childhood experiences and their reflections on those formative events.
The study involved participants aged 21 to 89, comprising three males and four females, all of whom had moved only once or less during their elementary school years across various states including New Jersey, Virginia, Tennessee, North Carolina, Alabama, and Texas Educational backgrounds varied, with one participant in gifted classes, two in special education, and instances of grade repetition in third and seventh grades The participants now reside in Indiana, Tennessee, Virginia, and North Carolina, showcasing diverse professional backgrounds; Ellen and Preston are retired, with Preston having served as a vice-president of a Fortune 500 company, while Fred is a physician who recently completed a fellowship in a high-risk medical field, and Kim is a Minister with a degree from a School of Theology Joe serves in the military, and Amy is a stay-at-home parent All participants have taken some college courses, with Joe, Amy, and Beth aspiring to complete their Associate's Degrees, while Beth is currently enrolled in college courses.
Participants exhibited diverse reading abilities, shaped by their unique personal reading histories Interviews revealed limited early memories of pre-literacy experiences, including oral reading by family members, cherished books, and a strong desire for independent reading These backgrounds influenced their attitudes toward books and reading, fostering either positive or negative predispositions as they entered school.
Participants from families with one to five children reported minimal academic assistance among siblings, with the notable exception of Kim, who enjoyed reading to her younger sister The oldest two participants lacked formal preschool education and began first grade without recollections of their parents reading to them at home.
Preston, born in 1939, reflected on his childhood, stating, “Sad as it may be, I never remember my Dad or my Mom reading with me or doing any school work with me They were too busy trying to survive.” In contrast, Kim, born in the mid-1970s, fondly recalled her parents reading stories to her and her sister every night She specifically remembered fairy tales from her mother’s school primer The youngest participants, born in the 1980s, shared mixed experiences; Joe stated, “As far back as I can remember, my mom read to me,” while Beth offered a different perspective.
“I don‟t remember my parents reading with me My Dad worked a lot My mom didn‟t work, but she didn‟t really do that much with me.”
Early memories of reading lessons in elementary school often evoke a mix of pride and frustration, highlighting the significant influence of teachers in labeling students as "good readers." Positive experiences, such as being allowed to read to other classes and enjoying stories read by others, fostered a sense of achievement and nostalgia for favorite books In contrast, some participants recalled negative experiences marked by indifferent teachers and busy parents, leading to feelings of frustration and a lack of support in their reading journey These contrasting memories underscore the vital role early reading instruction plays in shaping a child's development and attitude toward reading.
Many participants expressed a strong desire to learn to read, viewing it as an essential adult skill they wanted to master for independence They reminisced about pretending to read before actually learning the skill, though most could not pinpoint the exact moment they became proficient readers Interestingly, one participant noted she couldn't remember a time when she was unable to read Additionally, participants shared memories of diverse learning strategies employed both at home and in school during their reading instruction.
In the following section, I provide a detailed overview of each participant, starting with Ellen, the oldest participant in the study, and continuing in descending order of age Each participant contributed valuable insights about their early literacy experiences and current reading habits, showcasing a rich diversity in age, geographic location, and interests Despite this variety, common themes emerged from their responses, which offer significant answers to the research questions posed.
Ellen, the oldest participant at 89 years old during our first interview, has spent her entire life in a rural railroad community in Virginia Born in 1920, she is the youngest of four siblings, which includes three sisters and one brother.
Ellen's father passed away from a heart attack when she was just a year old, leaving her mother to support four young children through multiple jobs, including working at a silk mill, as a seamstress, and in a drug store To make ends meet, the family also took in boarders, emphasizing the necessity of hard work for survival, as there were no welfare or food stamp programs available at the time.
Ellen's siblings left school early to support the family, reflecting a time when financial necessity dictated their choices She fondly recalls Saturdays spent helping her mother carry heavy grocery bags home, a stark contrast to modern conveniences Ellen's family relied on walking, streetcars, or buses for transportation, as they didn’t own a car until after her marriage She reminisces about her grandfather's visits, bringing butter and eggs in a two-seat buggy, and the joy of riding with him, even if only for a short distance before he playfully sent her home.
Findings
In this chapter, I analyze archival memories and current reading habits shared by participants to deepen understanding The subsequent section outlines the generalizations derived from a typological analysis of the interview data, with Figure 5.1 providing a summary of the research questions and corresponding generalizations.
The generalizations derived from this study highlight the relationships and influences of participants' early literacy memories, specifically tailored to this research and not applicable to other studies While categorized into three sections, many of these generalizations overlap across the research questions, providing a comprehensive understanding of the interview transcripts, including instances that do not fit certain generalizations.
Research questions and related generalizations
•Generalization 1: The role of home influences on literacy preferences is multi-faceted, and includes influences of family members, transitions that affected participants, and home expectations of participants.
Participants recalled positive feelings about themselves and a desire to learn more when taught by teachers they considered wonderful In contrast, they remembered a lack of motivation and engagement in classes led by teachers perceived as ineffective.
•Generalization 3: Pull-out classes were appreciated for the benefits they provided, but loathed for the stigma that resulted from leaving the regular class.
•Generalization 4: Participants had unique preferences for enjoyable reading material Participants remembered books that they enjoyed and could relate to The ability to self-select reading material was especially appreciated.
What specific memories do adult readers recall about early reading experiences?
•Generalization 5: The emotional impact of successes or perceived failure in learning to read was especially important to the participant's future reading habits
Participants in the study exhibited a range of self-efficacy levels, with some expressing low confidence in their academic abilities while others demonstrated a strong sense of self-efficacy and confidence in their skills.
What is the nature of the influence of early reading experiences on lifelong reading habits as reported by adults?
Early literacy experiences play a crucial role in fostering engagement in both personal and professional reading Avid readers often highlight the positive influence of reading on their adult lives In their professional settings, individuals engage in reading to stay updated in their fields and fulfill their job requirements.
What is the nature of the influence of lifelong reading habits on social and professional life as reported by adults?
Qualitative research involves several key steps: identifying the research problem, reviewing relevant literature, selecting participants, collecting data, analyzing and interpreting the data, and reporting the findings (Gay & Airasian, 1992) A well-designed interview protocol is crucial for eliciting meaningful responses to the research questions In Chapter III, Methodology, I presented a table (Table 3.2) that linked the research questions to the interview questions, which I believed would yield sufficient evidence However, upon completing the analysis, I recognized that research question two, concerning the impact of early reading experiences on adult reading habits, may not have been fully addressed One interview question aimed to explore this connection, asking participants how their early reading experiences influenced their current reading desires While participants shared their early reading experiences and adult habits, many did not connect the two The analysis provided insights into each research question, but I now realize that I should have included more questions to encourage participants to reflect on the relationship between their early and adult reading habits.
This study highlights significant changes over time in home and school environments, as well as instructional methods While age was not a criterion for selecting adult participants, it influenced their interview responses The oldest participants, Ellen and Preston, provided distinct insights compared to the younger group, which includes five participants with a twenty-year age difference between them Ellen and Preston are separated by twenty years, while Preston and the next oldest participant, Fred, have a nearly thirty-year age gap The younger participants, starting with Fred and concluding with the youngest, Beth, also span a twenty-year range.
The evolution of home and school environments significantly impacted Ellen and Preston's educational experiences They recall a home atmosphere that valued education but lacked active familial support, with parents juggling multiple jobs to provide for the family Growing up before the widespread availability of children's literature, their exposure to reading materials was minimal, limited to the Bible, a few pamphlets, and occasional newspapers or magazines They have no memories of family members reading to them, leading Ellen to reflect, “My sisters say I didn’t know anything when I started school None of us did We learned at school.”
Ellen and Preston both noted a lack of homework in their childhoods, with Preston highlighting that academic tasks at home were challenging due to their living conditions Instead of focusing on homework, they recalled fulfilling family chores Ellen had fewer chores compared to her siblings, often assisting her mother with baking, carrying groceries, and washing canning jars In contrast, Preston emphasized the continuous work required on their family farm, stating that chores kept them busy until after dark.
Ellen recalled a school environment characterized by blackboards and dirt playgrounds, lacking libraries, and noted, “I didn’t know what a library was for years.” In contrast, Preston remembered visiting the school library but not being allowed to take books home Both reminisced about their childhood experiences, with Ellen playing marbles and rushing home for lunch, while they acknowledged their parents' high expectations for academic success despite not providing direct help Preston emphasized, “They were very supportive as far as requiring you to do everything that the school system required, and you would be in serious trouble if you came home with bad grades.” He concluded that children from the Depression and World War II eras were instilled with self-sufficiency, determination, and a strong work ethic, compensating for the lack of formal early childhood education.
Interviews with Fred, Kim, Joe, Amy, and Beth revealed no mention of the word
The youngest participants in the study did not mention difficult living conditions or home responsibilities during their interviews While Ellen and Preston noted their parents' multiple jobs to manage family expenses, the majority, except for Beth, did not address their parents' work habits.
Younger participants fondly recalled their school environment, highlighting extracurricular activities like foreign language, art, music, and physical education classes They cherished trips to the library, where they could select books to take home and enjoy Additionally, the convenience of having a cafeteria on-site eliminated the need for them to rush home for lunch.
Many younger participants reflected on their experiences with homework, noting that most did not harbor negative memories However, Amy shared a contrasting perspective, revealing that she often felt overwhelmed by homework She recounted moments of stress, where attempts to help from others fell short of the teacher's methods, leading her to emotional distress.
The academic support experienced by the oldest two participants contrasted significantly with that of the younger five participants Each of the younger individuals highlighted the influence of an adult, typically a parent or grandparent, who actively engaged with them in reading and other educational activities For instance, Kim, who was born in the 1970s, benefited from a family that highly valued reading.
Every night, my parents would read stories to my sister and me, creating cherished memories filled with fairy tales and moral lessons My mom often used a primer from her school days, making our reading time feel special This nurturing environment fostered a love for reading in our home, ensuring I never saw myself as a non-reader.
Conclusions and Implications
A significant issue in modern education is that many students graduate not only lacking reading and writing skills but also harboring a dislike for these essential activities, despite their potential abilities.
Our schools aim to deliver effective literacy instruction to all children, yet many still opt not to read This study investigates how early reading experiences shape lifelong reading habits and their impact on adults' social and professional lives Participants, spanning 68 years, shared diverse experiences that illuminated the significance of early literacy in both home and school environments These findings align with existing research on early literacy The study sought to uncover evidence of early literacy experiences through case studies of adult participants, guided by three key research questions.
1) What specific memories do adult readers recall about early reading experiences?
2) What is the nature of the influence of early reading experiences on lifelong reading habits as reported by adults?
3) What is the nature of the influence of lifelong reading habits on social and professional life as reported by adults?
This chapter explores the theory that memories shape lifelong reading habits, likening this process to the growth of a seedling into a tree It further examines the implications of the relationships and generalizations identified while investigating the early reading experiences of the study participants.
The concept of the Literacy Tree illustrates how early reading experiences shape lifelong reading habits Just as a tree's roots absorb essential nutrients and water for growth, a child's literacy roots draw from both positive and negative experiences that nurture their development These roots symbolize the crucial influences from home and school during formative years, which are vital for cultivating strong reading skills and habits.
A healthy trunk is crucial for a tree's stability and protection, as it allows the tree to adapt and thrive despite obstacles, such as growing around a barbed-wire fence Similarly, the trunk of the Literacy Tree symbolizes the development of an individual, where early literacy experiences play a vital role in shaping reading habits and self-worth Positive experiences act as nourishment, strengthening the individual's foundation, while negative experiences can weaken it However, a healthy tree, like a resilient reader, can overcome challenges and emerge stronger A passion for learning, supported by a rich literacy environment at home or school, empowers individuals to excel, even in the face of difficulties.
The study participants, spanning 68 years, reflected on their early literacy experiences from both home and school, despite the time elapsed since their elementary education Their diverse backgrounds revealed significant aspects of the reading environment they encountered As life is characterized by constant change, participants navigated various transitions, including family relocations, changes in schools and teachers, the arrival of new siblings, and the loss of relatives These experiences profoundly influenced their childhood development and understanding Compton-Lilly emphasizes the importance of longitudinal qualitative research in comprehending children's educational journeys.
Literacy is often viewed as a fundamental expectation in society, prompting inquiries into why individuals struggle to read and write rather than why they succeed (Brandt, 2001) Being literate is closely linked to educational achievement, job prospects, and long-term income (Planty, 2008; U.S Department of Education, 2007) Proficient reading skills enable individuals to gain knowledge and access various opportunities, including higher education, which can result in better-paying jobs and greater career advancement potential.
Research highlights the critical impact of early reading skills on lifelong literacy, as noted by Coyne (2004), who emphasizes the profound consequences of establishing these skills in the early grades Studies indicate that early literacy experiences shape adult reading habits, underscoring the necessity for educators to implement effective strategies that enhance literacy and positively affect individuals' futures.
The Central Role of the Teacher
According to Sherman (2004), teachers play a crucial role in shaping students' futures, as they are entrusted with the authority and responsibility to implement effective teaching practices This responsibility raises concerns among educators, parents, and future employers regarding the effectiveness of teachers Recent research highlights that while numerous studies exist on teacher effectiveness, there is no single ideal teaching method Instead, the emphasis should be placed on the teachers themselves, their expertise, and the relationships they build with their students, which are key factors in fostering successful learning environments.
Teaching is a moral endeavor that “can yield either extraordinary positive results or serious negative consequences” (Sherman, 2004, p 117) According to Sherman
In 2004, teachers had the opportunity to significantly impact their students by offering encouragement and support, while their actions could also reflect the opposite approach Sherman elaborated on the concept of responsive teaching, highlighting its importance in fostering positive student outcomes.
To effectively enhance student learning, teachers must intentionally acknowledge and respect the individuality of each student's personal learning environment By understanding and integrating into this unique space, educators can foster a more meaningful and impactful learning experience (Sherman, 2004, p 119).
A study of pre-service teachers identified the top five characteristics of an effective teacher: being caring, understanding, warm, and friendly; having the ability to relate to children; demonstrating patience; motivating students; and maintaining discipline (Murphy, Delli, & Edwards, 2004).
A study involving second-grade students revealed that they perceive good teachers as "caring, patient, not boring, polite, and organized" (Murphy et al., 2004) Additionally, the attitude of the teacher plays a crucial role in student success Research by Guthrie and Wigfield (2000) indicates that effective teachers provide authentic compliments, which help students feel accomplished and boost their self-efficacy.
A coherent classroom effectively integrates essential qualities for student engagement In the current study, participant Kim described a teacher whose condescending demeanor negatively impacted her motivation, despite being an above-average student This experience highlights the importance of teacher attitudes in fostering a productive learning environment.
A survey conducted by Deanne Camp (2007) involving 242 participants from first graders to graduate students revealed that teachers significantly influence the reading habits across all age groups The findings indicated that developing reading habits offers lifelong benefits, such as improved academic performance and enhanced social skills Additionally, advanced literacy is shaped by various factors, including educational, cultural, and economic influences (NEA, 2004).
Alienating Instructional Practices: Pull- Out Classes