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Descriptors:
Foreign Countries; High School Students; Females; Study Habits; Reading Achievement; Reading Attitudes; Reading Fluency; Reading Habits; Reading Motivation; Recreational Reading; Reading Strategies; Reader Text Relationship; Reading Comprehension; Qualitative Research; Reading Skills; High Achievement; Relationship; Independent Reading

Abstract:
This article is based on a qualitative study that explored the impact reading had on the lives of two female students who attained exemplary results in their final year of high school. The reading practices of these two high achieving students provided data rich information. Both students were academically successful in completing their Victorian Certificate of Education. One of the participants was awarded Dux of the school while the other participant was the second highest achieving student in the VCE cohort. The focus of the study was to explore how reading linked to academic success, how students perceived reading in helping them achieve academic success and what other factors related to reading can be associated with students' performance. Reading was at the nucleus of both students' lives and the study explored how it interconnected and assisted them to weave their journeys of academic success. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Middle School Students; Textbooks; Reading Improvement; Reading Achievement; Apprenticeships; Two Year College Students; Secondary School Students; Community Colleges; Educational Strategies; Content Area Reading; Reading Research; Special Needs Students; English Language Learners; Advanced Placement Programs; Honors Curriculum; Classroom Techniques; Core Curriculum; Standards; Literacy; Learner Engagement; Metacognition; Silent Reading; Intellectual Disciplines; Guides; Independent Reading; Student Evaluation; Interest Inventories; Surveys; Educational Assessment; Educational Resources; Internet; Educational Objectives

Abstract:
Published in partnership with WestEd, this significantly updated second edition of the bestselling book contains strategies for helping students in middle school through community college gain the reading independence to master subject area textbooks and other material. Features of this book include: (1) Based on the Reading Apprenticeship program, which three rigorous "gold standard" research studies have shown to be effective in raising students' reading achievement; (2) Presents a clear framework for improving the reading and subject area learning of all students, including English learners, students with special needs, as well as those in honors and AP courses; (3) Provides concrete tools for classroom use and examples from a range of classrooms; and (4) Presents a clear how-to for teachers implementing the subject area literacies of the Common Core Standards. "Reading for Understanding" proves it's never too late for teachers and students to work together to boost literacy, engagement, and achievement. The following chapters are contained in the book: (1) Engaged Academic Literacy for All; (2) The Reading Apprenticeship Framework; (3) The Social and Personal Dimensions: Building a Foundation for Engaged Learning; (4) Metacognitive Conversation: Making Thinking Visible; (5) Extensive Academic Reading: Extending Opportunities and Support; (6) Sustained Silent Reading+: Dedicating Time for Independent Reading; (7) The Cognitive Dimension: Assembling a Reading Toolbox; and (8) The Knowledge-Building Dimension: Surfacing and Building Schema in the Disciplines. [The foreword was written by P. David Pearson. For the previous edition, "Reading for Understanding: A Guide to Improving Reading in Middle and High School Classrooms. The Jossey-Bass Education Series," see ED437618.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary Education; Reading Instruction; Difficulty Level; Reading Research; Decoding (Reading); Reading Comprehension; Independent Reading; Oral Reading; Silent Reading; Psychological Patterns

Abstract:
Since Emmett Betts first devised a framework of independent, instructional, and frustration reading levels in the 1940s, these levels have played a large role in classroom assessment and instruction. It is important for teachers to have a deep understanding of the research that supports the reading level framework. This article identifies four key assumptions upon which the reading levels are based: (1) decoding accuracy and reading comprehension are closely linked; (2) independent reading requires nearly perfect oral reading accuracy; (3) oral reading performance is a reasonable proxy for silent reading behaviors; and (4) certain levels of decoding and comprehension difficulty cause frustration. For each of these assumptions, the relevant research base are summarized and implications for classroom practice are discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Effectiveness; Reading Programs; American Indians; Observation; Reading Comprehension; Grade 5; Independent Reading; Reading Instruction; English Language Learners; Reading Improvement; Reading Fluency; After School Programs; Comparative Analysis; Spelling; Reading Strategies; Vocabulary Development; Coaching (Performance); Reading; Intervention; Pretests Posttests; Reading Skills; Reading Difficulties

Abstract:
This applied dissertation was designed to evaluate improving the reading performance of fifth-grade students through an afterschool reading program to determine whether it was effective in teaching Native American and English for Speakers of Other Languages (ESOL). This study compared the reading performance of fifth-grade students who struggle with reading, with those who attend an afterschool reading program, and students in both conditions were taught to apply the strategies to reading comprehension, spelling, coached reading, and vocabulary, and then practiced the strategies to independent reading performance. Reading intervention was introduced to improve students who had difficulties with learning expository reading performance. The students' scores on the Florida Instruction in Reading (FAIR) were used as pre-assessment data and included the instructional sequences and practices with struggling readers as well as the data collected through classroom observation. It focused on improving the fluency and the reading comprehension of these students and FAIR was used as a post-test assessment. It addressed the problem of poor reading skills of students at Southeastern Elementary School (SES). Statewide tests had shown that fifth grade students at SES were reading on a third-grade level, and these students were reading below two grade level gaps as evidenced by test scores on the FCAT. The purpose of this study was to describe and investigate the long-term impact of the program on the student, as measured by the Florida Comprehensive Assessment Test (FCAT) scores, in reading performance as well as report scores, in elementary schools in Florida. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Literacy; Periodicals; Reading Habits; Independent Reading; Middle Schools; Reading Interests; Middle School Students; Reading; Vocabulary; Interviews; Surveys; Longitudinal Studies; Recreational Reading; Adolescents; Early Adolescents

Abstract:
Can students read difficult but self-selected texts--and if so, how? In this article we describe what we learned about middle school students' use of background knowledge and specific vocabulary from interviews and surveys in our longitudinal study of magazine reading habits. Then we discuss the implications of these findings for structuring independent reading opportunities and facilitating connections between students' in- and out-of-school literacies. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Childrens Literature; Reading Habits; Literacy; Elementary School Teachers; Teaching Methods; Recreational Reading; Elementary School Students; Teacher Influence; Teacher Surveys; Television Viewing; Reading Instruction; Phonics; Vocabulary Development; Reading Fluency; Reading Aloud to Others; Etymology; Phonemic Awareness; Instructional Materials

Abstract:
Several authors have suggested that a teacher's ability to encourage a disposition to read may be linked to their personal reading habits and views of literacy. This study examined the relationship between elementary school teachers' reading habits, knowledge of children's literature, and their use of literacy best practices in the classroom. One hundred sixty one Kindergarten through fifth grade teachers completed a survey designed to assess literacy instruction practices and leisure reading habits. Teachers who varied in the number of books read and the amount of TV viewed were very similar in their reported use of best literacy practices, but those with more knowledge of children's literature were more likely to use best practice techniques. Several possible reasons for these different findings are discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Research; Recreational Reading; Leisure Time; Opportunities; Preschool Children; Kindergarten; Elementary School Students; Secondary School Students; College Students; Reading Ability; Time Perspective; Correlation; Meta Analysis; Independent Reading; Individual Development; Reading Comprehension; Reading Skills; Beginning Reading; Alphabets; Phonological Awareness; Graphemes; Spelling; Oral Language; Language Skills

Abstract:
This research synthesis examines whether the association between print exposure and components of reading grows stronger across development. We meta-analyzed 99 studies (N = 7,669) that focused on leisure time reading of (a) preschoolers and kindergartners, (b) children attending Grades 1-12, and (c) college and university students. For all measures in the outcome domains of reading comprehension and technical reading and spelling, moderate to strong correlations with print exposure were found. The outcomes support an upward spiral of causality: Children who are more proficient in comprehension and technical reading and spelling skills read more; because of more print exposure, their comprehension and technical reading and spelling skills improved more with each year of education. For example, in preschool and kindergarten print exposure explained 12% of the variance in oral language skills, in primary school 13%, in middle school 19%, in high school 30%, and in college and university 34%. Moderate associations of print exposure with academic achievement indicate that frequent readers are more successful students. Interestingly, poor readers also appear to benefit from independent leisure time reading. We conclude that shared book reading to preconventional readers may be part of a continuum of out-of-school reading experiences that facilitate children's language, reading, and spelling achievement throughout their development. (Contains 3 figures and 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Habits; Independent Reading; Student Interests; Reading Motivation; Periodicals; Reading Instruction; Middle School Students; Recreational Reading; Rural Areas; Student Surveys; Interviews; Grade 6; Grade 7; Grade 8; Reading Ability; Reading Fluency

Abstract:
Teachers, parents, and librarians are constantly looking for methods and materials that engage students as readers and motivate them to increase the time they spend reading. In this article we describe findings from a study of middle schoolers' magazine reading habits that gave us a close look at the power of magazines as supplemental supports for struggling and reluctant readers as well as the specific reasons students gravitate toward magazines for leisure reading. We provide suggestions for the ways in which classroom teachers can leverage student interest in magazine reading to increase independent reading in school, and validate students' out of school literacies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Recreational Reading; Independent Reading; Predictor Variables; Academic Achievement; Middle School Students; Grade 5; Grade 6; Grade 7; Adolescents; Reading Motivation; Teacher Researchers; Reading Attitudes; Reading Habits; Grounded Theory; Social Behavior

Abstract:
Research suggests that independent reading outside of school is a strong indicator of school and reading success. However, studies also suggest that student recreational reading significantly decreases in the middle school years. This article explores some of the reasons adolescent students choose to read independently or are reluctant to do so. In this teacher research study the author interviewed his former students, their parents, and their current teachers about what motivates adolescents to read or not to read. Evidence from this study suggests that independent reading is intimately connected to various social practices, despite commonly held views that describe independent reading as a solitary activity. Teaching strategies to encourage student motivation are shared. The appendix contains questions for the two teachers interviewed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Adolescents; Reading Motivation; Reading Materials; Reader Text Relationship; Reading Achievement; Reading Attitudes; Reading Habits; Recreational Reading; Learner Engagement; Reading Failure; Low Achievement; Self Efficacy; Educational Environment; Educational Quality; Remedial Instruction

Abstract:
This paper explores the key findings of a range of research on teenagers and reading, focusing on the implications for classroom practice and student engagement. There is a particular emphasis on addressing the needs of underachieving and reluctant readers and the ways in which promoting reading for pleasure and enjoyment can contribute to student achievement and satisfaction within and beyond the classroom. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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