Type of Submission

Event

Graduation Year

2013

Location

Lower Level, Ames Library, Illinois Wesleyan University

Start Date

20-4-2013 9:00 AM

End Date

20-4-2013 10:00 AM

Disciplines

Education

Abstract

The ability to support each student’s individual reading development in an elementary classroom is a challenge faced by educators. Implementing a Readers’ Workshop model enables teachers to work one-on-one with students during student-teacher conferences to individualize instruction. This study investigates how student-teacher conferences aid reading development and foster relationships among the teacher and students. This study was completed using a qualitative self-study approach and included varying data collection methods such as field notes and conference forms. The findings indicate that student-teacher conferences during Readers’ Workshop allow for the differentiation of instruction, however, gains in reading ability were not necessarily observed. Additionally, a relationship was fostered between students and the teacher through the one-on-one interaction. Larger implications of this study suggest that Readers’ Workshop is effective for meeting the needs of diverse learners and creates strong teacher-student relationships. This study encourages further exploration of how to develop students’ reading ability.

Included in

Education Commons

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Apr 20th, 9:00 AM Apr 20th, 10:00 AM

Readers' Workshop Conferences: Fostering Relationships and Reading Ability

Lower Level, Ames Library, Illinois Wesleyan University

The ability to support each student’s individual reading development in an elementary classroom is a challenge faced by educators. Implementing a Readers’ Workshop model enables teachers to work one-on-one with students during student-teacher conferences to individualize instruction. This study investigates how student-teacher conferences aid reading development and foster relationships among the teacher and students. This study was completed using a qualitative self-study approach and included varying data collection methods such as field notes and conference forms. The findings indicate that student-teacher conferences during Readers’ Workshop allow for the differentiation of instruction, however, gains in reading ability were not necessarily observed. Additionally, a relationship was fostered between students and the teacher through the one-on-one interaction. Larger implications of this study suggest that Readers’ Workshop is effective for meeting the needs of diverse learners and creates strong teacher-student relationships. This study encourages further exploration of how to develop students’ reading ability.

 

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