Independent+reading

My research focus is about motivating students to read. More specifically, I am looking at how in-class independent reading, combined with other strategies, can motivate and engage students in their readings.

A brief explanation:

In 2000, the National Reading Panel (NPR) released a report, National Institute of Child Health and Human Development (NICHD), which claimed that sustained silent reading (SSR) did not improve students’ reading comprehension. However, according to many researchers and practitioners, the results of the report are often misinterpreted, and that in-class independent reading does indeed have many benefits. For example, Clausen-Grace and Kelly (2007) explained that the NPR investigated independent reading situations that provided students with little or no guidance. In addition, NPR researchers claimed that independent reading is not an adequate strategy when it’s the only reading instruction being implemented (Clausen-Grace & Kelly, 2007).

A few notes on in-class independent reading:
 * Motivates students to read because they choose the books.
 * Builds students’ comprehension skills and vocabulary.
 * Discussion is a must (either whole or small group).
 * Include activities such as journaling.
 * Never test the students on what they are reading.
 * Provide a wide selection of books.
 * Help students select appropriate books (in terms of interest and reading level).
 * Independent reading time must be consistent.
 * During independent reading time do not grade papers, enter grades, or anything else along these lines. In addition, do not read (your love for reading should be modeled often during instruction and/or tell your students what you are reading). Instead, circle or scan the room to ensure that students are reading.

Listed below are two books about reading, and several articles about independent reading and motivating and helping students to read.

Blau, S.D. (2003). //The literature workshop//. Portsmouth, NH: Heinemann.

Brinda, W. (2011, November). A “ladder to literacy” engages reluctant readers. //Middle School Journal,// //43//(2), 8-17. Retrieved from http://0-eric.ed.gov.opac.acc.msmc.edu/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ961646

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Daniels, H., & Zemelman, S. (2004). //Subjects matter//. Portsmouth, NH: Heinemann.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Garan, E.M., & DeVoodg, G. (2008, December/2009, January). The benefits of sustained <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">silent reading: Scientific research and common sense converge. //The Reading Teacher, 62//(4), 336-344. doi:10.1598/RT.62.4.6

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Howerton, D., &Thomas, C. (2004, May). Help for high school students who still can’t <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">read. //English Journal, 93//(5), 77-81. Retrieved from http://www.ncte.org.rwlib.neiu.edu:2048/library/NCTEFiles/Resources/Journals/EJ/0935-may04/EJ0935Help.pdf

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Kasten, W.C., & Wilfong, L.G. (2005, May). Encouraging independent reading with <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">ambience: The book bistro in middles and secondary school classes. //Journal of Adolescent and Adult Literacy, (48)//8, 656-664. doi:10.1598/JAAL.48.8.3

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Kelley, M.J., & Clausen-Grace, N. (2009, December/2010, January). Facilitating <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">engagement by differentiating independent reading. //The Reading Teacher, 63//(4), 313-318. doi:10.1598/RT.63.4.6

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Kelley, M.J., & Clausen-Grace, N. (2007, March). You can’t hide in R5: Restructuring <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">independent reading to be more strategic and engaging. //Voices from the Middle, 14//(3), 38-49. Retrieved from []

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Trudel, H. (2007, December/2008, January). Making data-driven decisions: Silent <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">reading. //The Reading Teacher, 61//(4), 308-315. doi:10.1598/RT.61.4.3

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Wutz, J.A., & Wedwick, L. (2005, September). Bookmatch: Scaffolding book selection <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">for independent reading. //The Reading Teacher, 59//(1), 16-32. doi:10.1598/RT.59.1.3

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Ulper, H. (2011, Spring). The motivational factors for reading in terms of students. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Educational Sciences: Theory and Practice, 11//(2), 954-960. Retrieved from [|http://web.ebscohost.com.rwlib.neiu.edu:2048/ehost/detail?vid=5&hid=15&sid=aed193d6-fac1-4c0a-acab-59b32ea08e43%40sessionmgr15&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=61029633]