Are They Really Reading? A Descriptive Study of First Graders during Independent Reading

Autor/inn/en	Moses, Lindsey; Beth Kelly, Laura
Titel	Are They Really Reading? A Descriptive Study of First Graders during Independent Reading
Quelle	In: Reading & Writing Quarterly, 35 (2019) 4, S.322-338 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2018.1545615
Schlagwörter	Elementary School Students; Primary Education; Grade 1; Reading Instruction; Independent Reading; Reading Strategies; Reading Attitudes; Reading Improvement; Emergent Literacy; Urban Schools; Outcomes of Education + Suchen Sie Ihr Suchwort? Primarbereich; School year 01; 1. Schuljahr; Schuljahr 01; Leseunterricht; Freies Lesen; Reading strategy; Leselernstufe; Lesetechnik; Reading behavior; Rading behaviour; Leseverhalten; Frühleseunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lernleistung; Schulerfolg
Abstract	This article provides an analysis of how a large, diverse Title I class of 1st-grade students spent independent reading time when an exemplary teacher provided instructional supports to foster engaged independent reading. The data derived from observational checklists that documented students' literacy-related, off-task, and transition behaviors; video recordings of the literacy block; student interviews; and research notes. The quantitative findings showed that students overwhelmingly adopted literacy-related behavior (rather than off-task behavior) during independent reading. We provide a qualitative analysis of the ways in which 3 of the most frequently observed literacy-related behaviors (documenting thinking or strategies on stickies, conferring with the teacher, and related talking) supported meaning making. After a year of engaged independent reading, students shifted from viewing reading as isolated and accuracy focused to viewing it as an opportunity to make meaning. The findings suggest that fears about emergent readers being unable to productively use independent reading time may be unfounded. The article concludes with implications for practice and teacher education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01