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dc.contributor.authorThompson, Mathew Ryan David
dc.date.accessioned2016-05-12T19:44:56Z
dc.date.available2016-05-12T19:44:56Z
dc.identifier.urihttp://hdl.handle.net/10464/9285
dc.description.abstractReading is becoming nearly inseparable from life in the 21st century. Moore, Bean, Birdyshaw, and Rycik (1999) suggest that “adolescents entering the adult world in the 21st century will read and write printed text or alphabetical text more than at any other time in human history” (p. 99). However, engaging with text and reading activities is unappealing to many students in today’s classrooms. This major research paper analyzed contemporary research on reading reluctance and the factors that contribute to this reluctance. Additionally, the study examined previous research to better understand the characteristics of students reluctant to read in grades 4-6. This information has provided the foundation for a handbook designed to help educators identify and engage students who experience a reluctance to read.en_US
dc.subjectreluctanten_US
dc.subjectreaderen_US
dc.subjectengagementen_US
dc.subjectstrategiesen_US
dc.subjectstudentsen_US
dc.titleIdentifying, Engaging, and Supporting 21st Century Reluctant Readersen_US


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