Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Suzanne O'Neill

Abstract

The problem that prompted this study was that educators’ perceptions were unknown regarding the use of audiobooks in classroom settings to help reluctant readers develop independent reading habits at a suburban elementary school in Southeast Michigan. This lack of awareness represents a gap in practice that reflects a potential need for increased understanding about how the use of audiobooks in classroom settings may help reluctant readers develop independent reading habits. The purpose of this basic qualitative project study was to examine third through fifth grade educators’ perceptions on the use of audiobooks in classroom settings to help reluctant readers develop independent reading habits who attend a suburban elementary school in Southeast Michigan. The conceptual framework for this study was Vygotsky’s social constructivist theory. Research questions explored the perceptions of educators in third through fifth grades, including how barriers and/or facilitators were perceived regarding the use of audio books to help reluctant readers develop independent reading habits. Purposeful sampling was used to select 13 educators serving students in third through fifth grades in separate one-on-one interviews. Thematic analysis and coding identified four major themes: access, engagement, reading while listening, and barriers. The participants expressed a need for professional development around the use of audiobooks which led to the development of a 3-day professional development project. The findings of this study may lead to positive social change as audiobooks could enhance students’ independent reading habits, resulting in increased literacy, higher education opportunities, and higher paying job prospects, which could positively impact socioeconomic status and lower poverty levels.

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