Franzak, JudithMeyer, AmberKim, KoomiFinch, MaidaWinterson, April2022-05-232022-05-232022-04-19http://hdl.handle.net/11603/24702This qualitative case study explores the practices and perceptions of key stakeholders (administrators, educators, parents, and students) in the development of the elementary reader within the context of 100 Book Challenge. Studying the most influential stakeholders will provide a holistic understanding of the events and beliefs around developing readers. This study revealed that there are routines and habits around securing time to independently read. However, by measuring that time spent reading, it encourages the incentivization of reading which has the potential to undermine the development of lasting reading habits. Additionally, students had access to a wide variety of books and are encouraged to self-select books. Yet, the leveling of books and what is perceived as appropriate reading materials limit and restricts this access. All participants were selected through stakeholder sampling, a form of purposive sampling (Palys, 2008) to recruit key players in the giving, receiving, and/or administration of 100 Book Challenge. Data collection included semi-structured interviews, a focus group interview, observations, and by collecting documents and artifacts (Hesse-Biber, 2017; Merriam, 1998). Data analysis was completed using the computer-assisted qualitative data analysis software, Nvivo in which multi-cycle coding methods were applied. Findings show that stakeholders engage in specific practices and have perceptions around the development of the student reader involving (a) having time to read and accounting for daily reading time and (b) having access to texts and self-selected books while also regulating and restricting reading materials.217 pagesen-USElementary readersDeveloping readersIndependent readingIncentivization of readingLeveled textsStudent choiceAccess to texts100 Book ChallengeStakeholdersText