Current research explores the relationship between high-interest reading material and comprehension in classrooms as well as the impact of literacy on recidivism; however, there is a shortage of research on effective instructional reading practices for incarcerated youth. This qualitative study examines the experience of five white, male incarcerated youth as they experience one-on-one reading instruction from five of BGSU’s pre-service teachers. Instructional strategies used in the study were modeled off of an online program called A-Z Reading and focused on developing students’ fluency, vocabulary, and comprehension skills. The study initially aimed to examine the impact of high-interest materials on the comprehension of incarcerated youth but grew to include the impact of student dispositions on engagement as well. Data was collected through comprehension assessments, surveys, and mentor lesson plans and reflections detailing observations of student behaviors, engagement with the material, and progress during each session. While there was no obvious correlation between high-interest materials and student comprehension scores, the results of the study suggest that mentor/student rapport, vulnerability, high-interest materials, self-efficacy, and value placed on reading all factor into student motivation and engagement.
Integrated Language Arts Education
First Advisor Department
Second Advisor Department
Mutti, Grace, "A Study of Incarcerated Youth: How Does Interest Affect Comprehension and Engagement" (2020). Honors Projects. 483.