Independent Reading in the High School Classroom: An Examination of Students' Reading Behaviors and Perceptions
Major
Educational Studies
Second Major
English – Literature
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
State Farm Hall
Start Date
4-13-2024 9:00 AM
End Date
4-13-2024 12:00 PM
Abstract
Independent reading is a time wherein students are allowed to read self-selected materials on their own (Yoon, 2002). Federal research like that of the National Reading Panel Report (NRP), however, has suggested that such programs in schools do not have conclusive benefits for students. Given this context, some administrators, teachers, and parents often do not advocate for independent reading in the classroom. They prefer instead that class time be spent wisely. They prefer that the class time be focused on the instruction of skills/content that matter to students and that align with state and national standards and assessments. With such emphasis placed upon student achievement in regard to state and national standards and assessments, independent reading is not given priority status in high school-level English classrooms. Knowing this information and that students’ reading attitudes decline as they continue through school, I focused my self-study on the impact daily independent reading can have on high school-level students’ perceptions towards reading. I focused on the ways in which I, as a teacher, could create a conducive reading environment as well. I used field notes and student anecdotal records to observe students’ behaviors, reactions, and choices during the allocated independent reading time. I also used student work samples to ensure that students were held accountable for reading and engaged with their self-chosen books. Through my self-study, the ways in which high school-level students’ perceptions towards and participation with reading could be improved is explored. This is done in the hopes to aid in reversing the reported steady decline in reading that currently exists. My self-study essentially examines and analyzes a handful of strategies teachers may employ in their own independent reading programs to help improve their high school students’ perceptions towards reading and as a means to get them to actively participate.
Independent Reading in the High School Classroom: An Examination of Students' Reading Behaviors and Perceptions
State Farm Hall
Independent reading is a time wherein students are allowed to read self-selected materials on their own (Yoon, 2002). Federal research like that of the National Reading Panel Report (NRP), however, has suggested that such programs in schools do not have conclusive benefits for students. Given this context, some administrators, teachers, and parents often do not advocate for independent reading in the classroom. They prefer instead that class time be spent wisely. They prefer that the class time be focused on the instruction of skills/content that matter to students and that align with state and national standards and assessments. With such emphasis placed upon student achievement in regard to state and national standards and assessments, independent reading is not given priority status in high school-level English classrooms. Knowing this information and that students’ reading attitudes decline as they continue through school, I focused my self-study on the impact daily independent reading can have on high school-level students’ perceptions towards reading. I focused on the ways in which I, as a teacher, could create a conducive reading environment as well. I used field notes and student anecdotal records to observe students’ behaviors, reactions, and choices during the allocated independent reading time. I also used student work samples to ensure that students were held accountable for reading and engaged with their self-chosen books. Through my self-study, the ways in which high school-level students’ perceptions towards and participation with reading could be improved is explored. This is done in the hopes to aid in reversing the reported steady decline in reading that currently exists. My self-study essentially examines and analyzes a handful of strategies teachers may employ in their own independent reading programs to help improve their high school students’ perceptions towards reading and as a means to get them to actively participate.