Abstract
This qualitative investigation focused on preservice teachers’ experiences reading a novel in verse. Initially few participants had read novels in verse and some were hesitant due to previous negative experiences reading poetry. Participants identified a variety of challenges, including the lack of narration, the need to make connections across the short verses, and the need to adjust reading pace. Some participants met the challenges by conducting rereadings and adjusting their pace. As participants moved through the story world, their written responses reflected engagement with the characters and their experiences. They also identified text features supporting this engagement, such as the diary-like quality of the book. Participants found opportunities to talk with peers to be particularly supportive. Participants also valued the close poetic read modeled by the instructor and indicated that this modeling pushed them to move beyond reading for plot to looking more deeply into elements of the story.
Recommended Citation
Stortz, Rebecca; Harmon, Janis; Martinez, Miriam; Tice, Rashanna; and Wilburn, Marcy
(2024)
"An Investigation of Preservice Teachers’ Engagement in Reading a Novel in Verse,"
Literacy Practice and Research: Vol. 49:
No.
1, Article 5.
Available at:
https://digitalcommons.fiu.edu/lpr/vol49/iss1/5