Learning From the Teachers: Independent Reading in Real Classrooms

• In Event: Roundtable Session 24
  In Roundtable Session: Reading Practices

Abstract

In this qualitative study, teachers’ perspectives and practices related to independent reading are examined through observations, interviews, surveys, and artifacts. Utilizing a theoretical framework based on the work of Ruddell and Unrau (2004), this study acknowledges the significant role teacher understandings about instruction and teacher practices during instruction play on the literacy learning process and specifically on teachers’ classroom use of independent reading. The commonalities in beliefs and practices of eight highly effective elementary teachers lead to better insight regarding the use of independent reading as a component of literacy instruction. Implications for practical application of these findings include structuring of independent reading events that incorporate ongoing teacher guidance, a focus on student learning, and a foundation in student needs.

Author

• Sherry Lynn Sanden, Illinois State University