Emotional responses to the reading difficulties experienced by young children enrolled in title i: a qualitative study of students', teachers', and families' perspectives

Emotional responses to the reading difficulties experienced by young children enrolled in title i: a qualitative study of students', teachers', and families' perspectives. (2014). Emotional responses to the reading difficulties experienced by young children enrolled in title i: a qualitative study of students', teachers', and families' perspectives.

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Title	Emotional responses to the reading difficulties experienced by young children enrolled in title i: a qualitative study of students', teachers', and families' perspectives
Abstract	This research explored the emotions experienced by second and third grade children struggling with learning to read. The study employed grounded theory methodology to study the issue from three primary stakeholders: students, parents, and teachers. Anecdotal observations, along with interviews of children, parents, and teachers were analyzed using NVivo 10 (QSR, 2010) software. The analysis yielded two themes, anxiety and avoidance. The research resulted with two emergent theories. The first theory suggests that second and third grade children who struggle with reading often have feelings of anxiety that manifest in a variety of physical behaviors and avoidance of reading tasks. The second emergent theory proposes that teachers might confuse neurological responses of flight with low motivation and negative attitude towards reading. Insight into the human consequences of reading difficulties has implications for policy and classroom practice.
Date	2014

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Title: Emotional responses to the reading difficulties experienced by young children enrolled in title i: a qualitative study of students', teachers', and families' perspectives
Personal Name(s): Hirsh, Rae Ann
Jalongo, Mary R.
Corporate Name(s): Indiana University of Pennsylvania
Education.
Note: Publisher info.: Dissertation/Thesis.
Advisors: Jalongo, Mary R. Committee members: DeAnna Laverick; Kelli Paquette.
Topical Subject(s): Education
Literacy
Reading instruction
Curriculum development