Abstract
This case study examined postsecondary students’ participation within a developmental literacy course, Reading 100. The study involved five weeks of observations and two student interviews. Findings indicate students utilized oral participation when they felt comfortable as a way to demonstrate interest and keep class moving forward while students employed silent participation as a less public manner of engaging, particularly when they did not feel confident in their knowledge or understanding. These findings suggest silent participation may provide students with a lower-risk method of engaging within a new class.
DISCLOSURE STATEMENT
No potential conflict of interest was reported by the author.
Additional information
Notes on contributors
Jennifer C. Theriault
Jennifer C. Theriault is a doctoral candidate in Curriculum and Instruction at Northern Illinois University, DeKalb, Illinois.