Coding Procedures and Analysis

During Level I of the coding and data analysis, the researcher consolidated and quantized data from student’s responses, and then arranged this data into codes that would, in later levels, form questions for the MGMRP survey. In Level 1 the researcher created tables for each interview question and used the words from the students’

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transcriptions (In Vivo coding) to assign codes (Open coding) to any themes found within the transcriptions. The researcher cross-examined all tables to highlight codes within the tables and to color-code similar codes and student responses during the transition from Level 1 to Level 2 (Code Landscaping).

Table 4.1 is a sample from the first level of coding using Open and In Vivo coding schemes and the transition between Levels one and two, Code Landscaping. The remainder of the Phase I data tables are located in Appendix C. In the following excerpt, these two coding approaches were used to analyze students’ responses (n = 30) to the first interview question, “Do you enjoy reading and why?”

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Table 4.1

Phase I: Level 1 and Code Landscaping Qualitative Analysis of Data for Interview Question #1

Question 1: Do you Enjoy Reading and Why? Student In Vivo Student Responses

S1 Yes; Imagine yourself as somebody else S2 Yes; Go to another magical place

S3 Yes; When I get into a good series that I like

S4 Yes

S5 It depends on the book

S6 No; Rather watch a movie. Mom says I haven’t found the right book yet S7 Yes, very much; [I love] the mystery, there’s always the cliffhanger

S8 Yeah; Not exactly stressful, more enjoyable than other stuff, [I can] get into something

S9 Mmhmm; It’s quiet and calming and I get to do it with my friends so that makes it more fun

S10 Yes; When I was little, I loved to read. [However, recently] I’ve lost my ability to read [because of] homework and chores. I still read, it’s not like I don’t read. S11 Yes; It puts you in the characters point of view

S12 Not really; It’s just not fun, I’d rather be outside playing ball

S13 A lot; Takes me out of my world and takes me to a different one that I might enjoy better

S14 It depends on the book, something I can’t put down S15 Yes; But it depends on what book I like to read

S16 Yes; Interesting to read from different authors. [I’m interested in] other things, depending what they are, but I still like to read.

S17 Yes; It’s entertaining, it’s good to do

S18 Yes; When I’m at home, I can escape my younger siblings S19 Some books, shorter books, more action

S20 Yes; It’s almost like a movie. Like a picture, you can make the scenes in your head.

S21 Yes; It lets me explore and I can just think of whatever I want to when I read S22 It depends; I like being able to visualize what [I’m] reading. Not graphic novels,

just some visuals helps me to visualize the setting better.

S23 Depends on what I’m reading; If I’m forced to read. I don’t like to read, but if I have the time, I’ll read. Don’t like being forced to read

S24 It depends, but mostly; If I’m not really into the subject, I might not like it, But if it’s something I know/interested in, it would be better to read.

S25 Yeah; I do it whenever I have free time, every other day

S26 Yes; [but used to not like it because of a bad bullying experience]

S27 Yes; It’s fun and it’s fun to predict and see in your head what’s happening S28 I don’t like reading the books where there’s no pictures. If I sit and read for an

hour and keep on reading and reading, you get kind of bored.

S29 Yes; I like how you can go in the book and just go wherever you want and read about it

S30 Depends on the book Level One:

Open coding

Escaping into another world (7); Depends on the book if it appeals to the student or not (7); Reading is boring (4); Visualize in your head (3); No time- but still enjoy it (2)

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Simultaneously, the researcher sent tables of unanalyzed student responses to other literacy researchers to gage which parts of the students’ transcriptions seemed noteworthy or important enough to assign codes in light of research question one. This was done to explore the potential codes that would emerge from the data and reduce any researcher bias. The codes suggested by the literacy researchers was then compared to the researcher list. No adjustments to the codes from Level 1 were made at this point. The coding list that emerged from the Level I analysis was further analyzed during the two-part procedure of Level 2 coding and analysis. Table 4.2 illustrates the pre-collapsed list of the researcher’s codes before Focus coding and analysis in Level 2.

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Table 4.2

List of Codes from Level 1 (Pre-Collapsed)