ABSTRACT
Dee’s inquiry centers around her attempts to foster and assess her kindergartners’ early emergent reading. Noting that her boys were especially unmotivated or interested in literacy activities, she set up a time every day for all children to engage in the pretend reading of books of their choice. In this chapter, she lays out both her struggles and her successes in motivating children in this activity, and in her scaffolding of their efforts.
