I always set goals for myself to read more actual research, but I rarely follow through. In this post, I’ll share some research from 2020 and later on independent reading that I actually read. Yay!
What comes first–print exposure or reading skills?
van Bergen, E., Vasalampi, K., & Torppa, M. (2021). How Are Practice and Performance Related? Development of Reading from Age 5 to 15. Reading Research Quarterly, 56(3), 415–434. http://dx.doi.org/10.1002/rrq.309
This longitudinal study asks the age-old question: are “good” readers successful early on because they have the skills that make reading easy/enjoyable or are they successful because they had a lot of exposure to books? Secondarily, what does that mean for older kids? Here are the key takeaways:
- Their results agreed with the “Matthew effect”–essentially that early readers get exponentially better (i.e. “the rich get richer”). This is why early intervention is so important.
- In middle school, students’ skills were positively influenced by reading material of interest (greater print exposure), but the absence of feedback in independent reading limited its possible positive impact.
- More research needs to be done–nothing they found was causal.
- Print exposure and reading skills have a reciprocal relationship that slightly favors reading skills at this time.
This study makes me think about how tough it is to help high school readers. If you’ve had a lifetime of disinterest and not gotten the skills you need, why would you invest now? It’s like deciding to go pro in a sport but you never played it growing up. It feels way too late. This is why I think high school students need special attention to interest and also direct skills instruction. They are way too intertwined.
Can literacy clubs boost reading?
TICHENORq, M., PIECHURA, K., DIEDRICHS, R., & HEINS, E. (2020). Building a Culture of Independent Reading through Literacy Clubs. Reading Improvement, 57(1), 11–15.
In this study, small groups of upper elementary students were paired with pre-service teachers to read books.
- One group was a “lunch bunch,” where the pre-service teachers would read to the students while they ate and then discuss the book. The students were of “average” reading ability. Books were chosen from awards lists. The students were surveyed and found the experience positive and wanted to continue it.
- The boys’ book club was for boys labeled “at-risk” in reading. Also meeting during lunch, the students chose books that were of interest to them and that the pre-service teacher could access. This group increased its classroom and standardized reading scores, as well as the volume and rate of their independent reading.
- The third club was a STEAM club that met after school. The students each chose their own books on the topic and shared them with classmates, which often led to informal recommendations. This group increased its standardized test scores and read more complex books independently.
- This study was not done at the secondary level and listed no limitations, so take it for what it’s worth.
This study makes me think about how much students’ thoughts about reading affect their reading and why a social approach may work better than only independent reading for some students.
Should teachers use independent reading in the classroom?
Brannan, L. R., Johnson, R. B., Giles, R. M., & Kent, A. M. (2020). The Beliefs and Practices of Second Grade Teachers Who Implement Independent Reading and Its Effect on Students’ Reading Achievement and Reading Volume. Language and Literacy Spectrum, 30(1).
In this mixed-method study, the researchers were trying to square the idea that independent reading isn’t research-based or effective, as has been stated in other studies.
- They examined 6 second-grade teachers and found all the ones who met their definition of “highly effective” to use independent reading, but the result was not statistically significant, as it was too small of a sample size and not randomized.
- The teachers emphasized quantity and quality of independent reading, often linking it to classroom reading. They used some method of accountability with the students.
- During conferences, they used student data, asked open-ended questions, assessed students, helped them set goals, taught them new strategies, and took advantage of teachable moments.
- The classrooms were not silent. Students engaged in partner reading and discussion during independent reading time.
This study makes me think about the absolute intentionality that must go into independent reading, and that we cannot just assume it’s working for all students because it possibly worked for us.
Is independent reading important for gifted students?
Churchill, S. (2020). Left to Chance: Gifted Students and Independent Reading. Knowledge Quest, 48(5), 24–31.
In this case study, a librarian-researcher looked at how to support the reading of gifted students, whose needs may be neglected in favor of more disruptive or blatantly “needier” students. She interviewed 11 students, so again, this is a small sample. Recommendations included
- facilitating peer groups to increase motivation
- engage in reading conferences but do overdo the accountability measures (students who read A LOT may find this way more laborious than slower readers).
- stretch them with new titles, classics, a wide variety of genres. They may gravitate toward fantasy and science fiction, so deepen your own resources for those titles.
- not chaining them to reading levels (can only read “advanced” books). There is a point at which book levels becomes truly meaningless.
- protect reading time in class.
- attending specifically to the needs of male readers, who are less motivated to read, no matter their “level”
This study echoes many of my own recommendations for advanced students in my Creating Readers Workshop, but I like the reminders to keep things social, approach some expectations differently, and to attend to male readers.
How do you create readers?
I have a straightforward process I use to create readers of every student. This short workshop will be opening up soon, so if you’re ready to create readers in a research-backed way, join me. Check out the details and join the waitlist.
