Sustained silent reading: Exploring the value of literature discussion with three non‐engaged readers

Exploring the Value Added of a Guided, Silent Reading Intervention: Effects on Struggling Third-Grade Readers’ Achievement

“…When the classroom setting for independent, silent reading fluency practice lacked sufficient guidance and accountability, struggling readers often failed to read. However, as reported in several recent studies of independent silent reading, when the challenge level of texts and the task of reading independently and silently were carefully scaffolded and guided by the teacher, even third-grade struggling readers were able to engage successfully (Bryan, Fawson, & Reutzel, 2003; Kamil, 2008; Kelley & Clausen-Grace, 2006, 2010; Reutzel, Fawson, & Smith, 2008; Reutzel, Jones, et al, 2008; Reutzel et al, 2010). …”

Instilling a Lifelong Love of Reading

“…Methe and Hintze (2003) found that more students participated when the teacher was modeling engaged, enthusiastic reading instead of grading papers or doing other tasks. Also shown to be effective are brief teacher conferences with unengaged readers to discuss the reading assignment (Bryan, Fawson, and Reutzel 2003).…”

The Influence of Differing the Paths to an Incentive on Third Graders’ Reading Achievement and Attitudes

“…However, the external reward should gradually be released to more intrinsically enticing experiences around texts. As the teacher gradually reduces the frequency of the external reward and increases the interaction around the text, the student may begin to assign more self control or autonomy to the reading task in general, thus increasing positive attitudes toward reading (Bryan, Fawson, & Reutzel, 2003). Though there is evidence in the professional literature that rewards impact attitude, motivation, and engagement toward reading, once again, the reading incentive path students must navigate to the reward has been ignored.…”