Reading Workshop; Engaging Students in Reading Through Self Regulated Learning
Major
Educational Studies
Submission Type
Oral Presentation
Area of Study or Work
Educational Studies
Expected Graduation Date
2023
Location
SFH Lobby 2.2
Start Date
4-15-2023 10:00 AM
End Date
4-15-2023 11:00 AM
Abstract
Some push phonetics, others word recognition, reading workshop seeks to combine aspects of those two while giving young readers independent time to learn (Caulkins, 1985). The pinnacle of reading workshop is total self-regulated learning, allowing students to understand and comprehend material on their own. Reading is a very contentious field of study with many winding avenues of methodology. One that stands out is reading workshop. “How does ‘reading workshop’ promote young readers to be more literary fluent and invested in reading independently?” is going to be the primary focus of this literature review on the subject. A variety of sources were garnered for this project from a variety of research databases. The International Literacy Association was a key contributor to the gathered research with articles from many including Oberlin & Shugarman (1989) Feezell (2012) Swift (1993). More relevant studies not from the International Literacy Association are Styslinger (2017) Cherry-Paul, Cruz, and Ehrenworth (2020) Meyer (2010). The research has a theoretical underpinning, supported by an article from Zimmerman (1990), that examines the benefits that self regulated learning can have for students which ties reading workshop in perfectly as the goal for the workshop is to have students be able to autonomously learn.
Reading Workshop; Engaging Students in Reading Through Self Regulated Learning
SFH Lobby 2.2
Some push phonetics, others word recognition, reading workshop seeks to combine aspects of those two while giving young readers independent time to learn (Caulkins, 1985). The pinnacle of reading workshop is total self-regulated learning, allowing students to understand and comprehend material on their own. Reading is a very contentious field of study with many winding avenues of methodology. One that stands out is reading workshop. “How does ‘reading workshop’ promote young readers to be more literary fluent and invested in reading independently?” is going to be the primary focus of this literature review on the subject. A variety of sources were garnered for this project from a variety of research databases. The International Literacy Association was a key contributor to the gathered research with articles from many including Oberlin & Shugarman (1989) Feezell (2012) Swift (1993). More relevant studies not from the International Literacy Association are Styslinger (2017) Cherry-Paul, Cruz, and Ehrenworth (2020) Meyer (2010). The research has a theoretical underpinning, supported by an article from Zimmerman (1990), that examines the benefits that self regulated learning can have for students which ties reading workshop in perfectly as the goal for the workshop is to have students be able to autonomously learn.