A case study utilizing developmental bibliotherapy methodology in the secondary remedial reading classroom to enhance reading proficiency and self-esteem.

摘要

This is a case study in which the author works with a group of five secondary remedial reading students over a ten month period of time to develop a curriculum which enhances reading proficiency and self-esteem through the use of reading materials directly related to many social-emotional issues faced by youth in America today. The purpose of this paper is to present an in-depth case study of the development, implementation, and evaluation of this curriculum. Special emphasis focuses on a narrative account of the classroom interaction during the weekly 45 minute session dealing with the developmental bibliotherapy materials. Those students selected for this study performed below the 40th percentile on the standardized California Achievement Test and are recommended for this supplemental reading program provided by the Montgomery County Intermediate Unit to nonpublic schools. This course is an elective in their school roster and the students voluntarily participate when parental permission is received. All of these students agree to be tape recorded during each 45 minute group session per week that deals with social-emotional issues.;The methodological approach in this research is a descriptive-analytic case study emerging from participant observation in the group, pre and post testing assessments from classroom teachers, parents, and students, weekly teacher analysis of the sessions, weekly student reaction to the sessions, and transcriptions of the audio tapes.;Students reactions to the self-selected social-emotional issues are positive. They feel engaged in the total learning process, assume leadership roles at various times throughout the year, and recommend that the program continue. According to the objective instruments, some student gains are realized both in reading and self-esteem.;This is a rewarding, exciting, experience for all of the participants. It is a time of change for both the students' and teacher's traditional roles for the students become more proactive participants while the teacher becomes more of a guiding facilitator. It is a time of changes, challenges, learnings, and understandings.