Date Awarded


Document Type


Degree Name

Doctor of Philosophy (Ph.D.)




Margaret Constantino

Committee Member

Kristin Conradi Smith

Committee Member

Ryan McGill


AbstractTeachers make decisions about which resources to use in their classrooms daily, including text selection for read-aloud. This impacts students in classrooms nationwide, as these decisions validate some voices and marginalize others. This study used the Q-methodology in a concurrent mixed-methods design to explore what beliefs influence decision-making as teachers in Grades 3-6 select texts to share for read-aloud and where these beliefs originated. Teacher participants identified priorities in text selection using a forced-rank Q-sort and reflected individually on their text selection process for read-aloud. Data were then analyzed using exploratory factor analysis (EFA) to delineate factor groups with similar priorities within the participant sample. These groups were interviewed to investigate commonalities more deeply and look for common origination spaces. Participants identified different priorities in text selection; texts that help students examine and stretch their own thinking were most common. The sample clustered into 4 dominant viewpoints about text selection for read-aloud: read-aloud as a curriculum tool, a relationship building tool, a pathway to explore diversity, or an invitation to school and reading. Teachers struggled to identify a single priority in their text selection process; top priorities in the Q-sort were identified, however, self-reflections revealed many other influences that affected final book choices. Teachers identified the origins of their beliefs about text selection and felt that the text selection process could change during a teacher’s career. Recommendations based on findings along with implications for policy and practice are shared in the discussion. Keywords: read-aloud, beliefs, decision making, q methodology, teachers


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