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Direct linkSande, Lisa van der; Wildeman, Ilona; Bus, Adriana G.; van Steensel, Roel – Reading Psychology, 2022
In many schools, independent silent reading of self-selected books is used to promote reading. However, self-selection may be insufficient to counter negative reading experiences, particularly when students choose books not attuned to their reading level and interest. Two studies experimentally tested whether personalized expert guidance when…
Descriptors: Independent Reading, Silent Reading, Reading Material Selection, Books
MacKay, Kathryn Lake; Young, Terrell A.; Munòz, Samantha Hahne; Motzkus, Terah Larmouth – Reading Psychology, 2020
In 2010, the Common Core State Standards (CCSS) were adopted by most states in the US. The authors of these standards called for a shift from previous standards by recommending that young children experience a 50-50 balance between informational and literary reading. For this mixed-methods study, researchers examined the contents of 23 first-grade…
Descriptors: School Libraries, Library Materials, Books, Elementary Schools
Welsch, Jodi G.; Powell, Jennifer Jones; Robnolt, Valerie J. – Reading Psychology, 2019
Due to the Common Core State Standards, close reading is becoming a common practice in today's elementary and middle school classrooms. Qualitative content analysis of journal publications was used to determine the (a) prevalence of close reading in the existing literature, (b) knowledge about close reading from the research literature, (c) themes…
Descriptors: Critical Reading, Common Core State Standards, Elementary School Students, Middle School Students
Dynia, Jaclyn M.; Justice, Laura M. – Reading Psychology, 2015
This study describes book reading practices occurring in early childhood special education (ECSE) classrooms in comparison to early childhood education (ECE) classrooms. Reading logs submitted by 19 ECSE teachers and 13 ECE teachers over one academic year included all books read in whole class settings; these logs were analyzed to assess the…
Descriptors: Early Childhood Education, Special Education, Diaries, Elementary School Teachers
Topping, Keith J. – Reading Psychology, 2015
Are the books preferred and most enjoyed by children harder than other books they read? Are non-fiction books read and understood at the same level of difficulty as fiction books? The Accelerated Reader software offers computerized comprehension quizzes of real books individually chosen by children, giving children (and teachers, librarians, and…
Descriptors: Fiction, Nonfiction, Reading Material Selection, Childrens Literature
Akrofi, Amma K.; Swafford, Jeanne; Janisch, Carole – Reading Psychology, 2010
The purpose of this study was to determine what types of texts would best support the at-home reading for a first grader who struggled with reading. Results of running records for 12 books of varying text types indicated he used visual cues, picture cues, and his schema as he attempted to read. Ten of 12 of the texts were hard for him to read.…
Descriptors: Cues, Protocol Analysis, Reading Instruction, Parent Participation
