E-mail as a motivating literacy event for one struggling reader: Donna's case

This article synthesizes the case study of one struggling fourth-grade reader who participated in a semester-long, literature-based, e-mail collaborative with a pre-service teacher. Using case study methodology and the constant comparative method (Glaser & Strauss, 1967), this study explores the...

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Bibliographic Details
Published inReading research and instruction Vol. 40; no. 3; pp. 185 - 202
Main Author McKeon, Christine A.
Format Journal Article
LanguageEnglish
Published Taylor & Francis Group 01.03.2001
Subjects
Case Studies
Electronic Mail
Grade 4
Intermediate Grades
Preservice Teachers
Reading Instruction
Reading Motivation
Reading Research
Social Influences
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Summary:This article synthesizes the case study of one struggling fourth-grade reader who participated in a semester-long, literature-based, e-mail collaborative with a pre-service teacher. Using case study methodology and the constant comparative method (Glaser & Strauss, 1967), this study explores the nature of this e-mail partnership. The data include the e-mail correspondences, written reflections by the pre-service teacher, interviews with the participants, and field notes. Grounded in theories of motivation and constructivism, as well as sociocultural theory, this study suggests that the authentic, social nature of e-mail served as a motivating literacy event for the fourth grader. Implications for literacy teachers and recommendations for further research are discussed.
ISSN:0886-0246
2331-3587
DOI:10.1080/19388070109558343