Semi-structured interviews and questionnaires were the data collection instruments used to obtain data for the purposes of this study; however, limited and mostly incidental observation did occur. The multiple methods chosen reflect not only the preferences for the type of data to be obtained but also the limitations of time and access availability (Denscombe, 1998). The combination of methods of data collection serve to corroborate data obtained, enhance the validity of the data and lend support to the analysis of findings (Burns, 2000).
In order to collect in-depth data from the participating teachers semi- structured interviews were used. Prior to the semi-structured interview, each teacher provided data on the Teacher Short-Answer Questionnaire (see Appendix C) which garnered demographic data regarding the participants’ age, gender, teaching qualifications, teaching background and experience, together with details regarding their membership of professional associations.
3.6.1 Design of Data Collection Instruments 3.6.1.1 Semi-structured interview
The semi-structured Interview Schedule (see Appendix D) used in the research was developed specifically for this study.
The interview schedule was designed to allow for the collection of information regarding each teacher’s personal attitude toward reading and reading
preferences, their beliefs about whether they felt their attitude toward reading influenced and was visible to children in their reading pedagogy and program; and the importance they placed upon children developing reading skills. There was also a focus on certain aspects of their program, such as their objectives for, and benefits of, having children reading literature in their class and the ways in which they promoted children’s engagement with literature.
The instrument also allowed for the collection of data regarding details of various aspects of the teacher’s programs; specifically silent reading time, reading aloud to students, book talk and any other activities implemented to encourage reading.
Questions were also asked that related to whether the teachers felt they were successful in recommending books to students and to the teachers’ beliefs about the influence of their students’ parents and friends on students’ reading attitudes.
The question of whether teachers believed there was a gender difference in attitudes toward reading was also asked and teachers were given the opportunity to give their views on this issue.
3.6.1.2 Grade 5/6 Student Reading Questionnaire
There are many commercial and freely available survey instruments designed to measure attitudes to reading. The instrument used in this study was one designed specifically for use in the original study plan. It was derived from a combination of reading attitude surveys and from the questionnaires used in two national Australian studies. The first of these national studies was the ACNielsen study, A National Survey of Reading, Buying and Borrowing Books for Pleasure (2001), which was part of the Books Alive campaign of the Australian Federal Government through the Department of Communications, Information Technology and the Arts. The second was the Young Australians Reading: From Keen to Reluctant Readers (Woolcott Research, 2001) study, conducted on behalf of the Australian Centre for Youth Literature. In choosing to include questions derived from these two national studies, it was possible to make comparisons between the four classes and these national studies.
All questions posed in the questionnaire were framed positively. Clip art pictures were included on the questionnaire to make the instrument appealing to the young participants. No coding numbers or boxes were included on the questionnaire in an effort to make the questionnaire as user-friendly as possible (Denscombe, 1998) and reduce the likelihood of confusion in completing the instrument, given consideration of the age of the participants.
The questionnaire contained several sections aimed at collecting different types or levels of response. Closed questions were included in order to obtain a restricted response, while questions employing a Likert Scale allowed for expressions of degrees of agreement or disagreement in reaction to questionnaire statements (Denscombe, 1998). Open-ended questions allowed for both a varied length response expressed in the words of the respondent, and for respondents to provide rich details of their views (Denscombe, 1998) and preferences, without restricting “either the content or the manner of the respondent’s reply” (Burns, 2000, p. 572).
The questionnaire was tested by trialling with children of a similar age group who were not later included in the study. The wording of one of the finally selected questions was changed due to feedback received during this trial.
Sections of the questionnaire asked for specific responses to students’ attitudes toward reading and different reading acts or situations, students’ perceptions of themselves as readers, influences on students’ reading attitude, reading preferences, reasons for reading, reading habits and the students’ level of agreement or disagreement with statements made about reading. For the purpose of maintaining anonymity, the participating students were also given the opportunity to select a pseudonym for use in the reporting of the results of the study.
Given the change in direction of the study (as outlined at section 3.10), not all the data obtained from the questionnaires are included within the results and discussion sections of this dissertation.
3.6.1.3 Observation
Only limited observation of the teachers, their students and the classroom environment was undertaken during the study, and the observation that was undertaken was more of an incidental nature. This occurred during the time spent administering questionnaires to children. These observations were included as a data source within the narratives in chapter four.