Boys Who Love Books: Avid Adolescent Male Readers in the Secondary English Language Arts Classroom
| dc.contributor.author | Horst, Paige Hayes | en |
| dc.contributor.committeechair | Azano, Amy Price | en |
| dc.contributor.committeemember | Billingsley, Bonnie S. | en |
| dc.contributor.committeemember | Stewart, Trevor Thomas | en |
| dc.contributor.committeemember | Paretti, Marie C. | en |
| dc.contributor.department | Teaching and Learning | en |
| dc.date.accessioned | 2016-07-23T08:00:19Z | en |
| dc.date.available | 2016-07-23T08:00:19Z | en |
| dc.date.issued | 2016-07-22 | en |
| dc.description.abstract | This study was designed to explore perceptions and lived experiences of avid adolescent male readers, in order to better understand their development as readers. This study explored: (1) how previous reading experiences influence the development of the avid adolescent male reader and (2) how the reading habits and preferences of avid adolescent male readers are socially constructed. Rosenblatt's (1978) Transactional Theory of Literary Work forms the theoretical framework of this study. Rosenblatt (1978) argued that as readers engage with texts, they bring an individual schema to these literary transactions. This prior knowledge and experience are the lens through which the individual reader understands the content of the text. Even when reading the same text, readers respond to the text in individual ways, based on their individual schema. Through the use of a naturalistic inquiry design, data was generated through a series of interviews with the participants. Data analysis was qualitative and iterative, triangulated with multiple interviews, interview mapping, thematic tables, dialogic memos, and researcher field notes. Data analysis led to a better understanding of the development of the avid adolescent male reader, including: (a) the role of family culture on reading identity, (b) peer group influence on reading habits of avid adolescent male readers, and (c) transactional responses of avid adolescent male readers both in and out of educational settings. Data generated during interviews illuminated the complex, individuated and interwoven nature of the elements present in the development of the avid adolescent male reader. Finally, this study gives insight into how understanding the development of these readers may provide teachers with instructional strategies and reading opportunities that support all developing readers. | en |
| dc.description.degree | Ph. D. | en |
| dc.format.medium | ETD | en |
| dc.identifier.other | vt_gsexam:8662 | en |
| dc.identifier.uri | http://hdl.handle.net/10919/71826 | en |
| dc.publisher | Virginia Tech | en |
| dc.rights | In Copyright | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en |
| dc.subject | adolescent literacy | en |
| dc.subject | avid adolescent male readers | en |
| dc.subject | English Language Arts | en |
| dc.subject | reading | en |
| dc.title | Boys Who Love Books: Avid Adolescent Male Readers in the Secondary English Language Arts Classroom | en |
| dc.type | Dissertation | en |
| thesis.degree.discipline | Curriculum and Instruction | en |
| thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
| thesis.degree.level | doctoral | en |
| thesis.degree.name | Ph. D. | en |
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