What Do the Kids Think?
Article first published online: 9 NOV 2011
2006 International Reading Association
The Reading Teacher
Volume 59, Issue 7, pages 680–684, April 2006
How to Cite
Pachtman, A. B. and Wilson, K. A. (2006), What Do the Kids Think?. The Reading Teacher, 59: 680–684. doi: 10.1598/RT.59.7.6
- Issue published online: 9 NOV 2011
- Article first published online: 9 NOV 2011
Can students identify the practices that motivate them to read? If asked to evaluate which components of a reading program are beneficial in motivating them, can they identify a particular practice and explain why it was helpful? These were the two major questions asked of 22 fifth-grade students reflecting on their fourth-grade experience. A survey was developed to elicit students' reflections and opinions on 18 components of a fourth-grade reading program.
These components fell into five categories:
Proximity and access to books
Routines and procedures
Student accountability and record-keeping
The students rated each practice as “very important,” “important,” “not very important,” or “not important,” based on how much each influenced their reading attitudes and habits. According to the students, “proximity and access to books” was the most valued component of the reading program. Eighty-six percent of the students ranked having a lot of books in the classroom library as “most important.” They appreciated being able to find books immediately.