Critical+Literature+Review

Boldovici, J (1971). An evaluation of the Pittsburgh Reading is FUNdamental Program. //American Institutes for Research in the Behavioral Sciences.//

This study evaluated the effectiveness of Pittsburgh school’s Reading is Fundamental Program (RIF). Through surveys and questionnaires, the researcher wanted to find out if the program met the primary and secondary objectives of RIF. The primary objectives were to provide students with the opportunity to choose their own books, develop in students the motivation and enjoyment to read, and to provide supplemental materials to students. The secondary objectives of the program were to help teachers use the RIF books in the classroom and to help teachers encourage students to read the RIF books. Finally, there was a parent focus to the program which was to help develop an interest and awareness in developing their child as an independent reader (14). The overall reaction to the program was favorable and did offer some suggestions on how to improve in the following year. Children found the books fun to read and enjoyed sharing them with family and friends. Teachers and librarians felt the program helped motivate children to read. Parents found their child reading and enjoying the books as well.

This study aids the development of our Independent reading program at Germantown High School because it reinforces the fact that independent reading has to be encouraged on several different levels. Collaboration amongst teachers, librarians, administration, students, and parents is necessary in order for a reading program to be successful. Another aspect of this study that links to this leadership project is the age group that this applies to. This study particularly focused on an elementary reading program—which suggests the importance of encouraging and fostering independent reading at a young age. To develop these skills early on will make it easier to maintain independent reading at the high school level. Perhaps, once this program is implemented at the high school level, we could make this a district wide program and adopt these strategies in the district elementary and middle schools.

Harrison, I (1994). Improve the reading motivation of third grade children with extra time, encouragement and choice. Nova Southeastern University; Ed. D. Practicum.

This study designed a practicum to motivate children to read for pleasure. This in-class model delivered remedial assistance to 39 third-grade students. Many of the students were labeled as remedial, unmotivated readers. The goal of the program was for students to express joy in reading and to choose reading when given encouragement, choice in reading material, and time to read (1). As a result of this program students read with renewed interest and expressed this interest to parents and teachers (as shown through surveys and journal entries). The program implemented such motivational strategies as reading a story out loud, mutual goal setting between parents, teachers, and students, reading multicultural literature, staring with shorter time periods for independent reading, and keeping reflective journals about the stories.

In relation to the leadership project, this study demonstrates how much teachers can influence a student’s desire to independently read. Students who are labeled “unmotivated” or remedial readers are not a lost cause. Teachers have the ability, when given support and resources, to develop and train students to become independent readers. Starting with smaller goals and scaffolding the development of reading skills can encourage a student to choose to read independently. Another important aspect that this study reveals is the need to allow for a student to choose what he or she would like to read. Finally, the study once again reveals the theme that fostering independent reading is a collaborative effort between parents, teachers, and administration.

Morrow, L (1993). Promoting independent reading and writing through self-directed literacy activities in a collaborative setting. //Reading Research Report (Spring, No. 2)// National Reading Research Center.

Morrow introduced a literature-based reading program to 98 students in five second grade classrooms. This program helped design classroom literacy centers, introduced a series of teacher-led activities involving literature, and created a regular schedule of independent reading and writing activities. Qualitative data collection found positive motivation and acceptance of the program and a positive commitment from teachers to continue the program. Through small groups, oral reading, silent reading, writing, and various assessment activities students developed a positive appreciation of independent reading and even increased comprehension.

One major notion of this study is the idea that independent reading needs to a part of the classroom. Teachers have a large role in promoting and encouraging independent reading. Despite the fact that this article focuses on a fifth grade classroom, it is clear that a variety of activities and assessment with independent reading are a clear way to help students have a positive outlook about this activity. With this leadership project, it will be important for teachers to include opportunities in class to read, discuss, and analyze what the students are reading. This does not have to be on a daily basis but rather a few times throughout the project. One resource that we need to tap into is our new Title I Literacy coach that our high school just received a grant for. She can help research ways to incorporate independent reading into high school classroom (as much of the research I have found focuses on middle school or elementary classrooms). Finally, a key notion of this research project was that independent reading actually improved students' reading comprehension. This is the main purpose of sparking independent reading in our school--we want our students to improve their overall literacy skills and abilities (which can be of benefit to all subjects).

Fauvel, M (1991). Utilizing multicultural reading resource materials to improve reading motivation and performance among high school students. Nova University, Ed. D. Practicum.

Through the use of multicultural literature, Fauvel designed a practicum to increase reading motivation among senior high school students. The multicultural novels were used to instill a sense of pride in the students’ cultural heritage, a reading corner offered the books as a classroom resource, students orally shared their reading with their peers, and field trips were organized to local books stores. The researcher measured the success of this program by keeping track of the number of books checked out from the high school library. At the end of an 8 month period, there was an 80% increase in the number of books checked out from the high school library. The school then progressed to adopt a sustained silent reading program and at the end of implementation, 90% of the students admitted to enjoying this set time for reading.

The important notion of this study is that an independent reading program has to offer an integrated approach to incorporating this in a classroom. The more interactive an independent reading program is, the more successful it will be with the students. There were opportunities for discussion and field trips that fostered an increased interest in reading. The collaboration with the school library’s resources also helped to send the message that this was a school wide effort in which independent reading was encouraged on all fronts. Finally, the aspect of this program that can be most useful to our project is the idea of multicultural literature. We don’t have a diverse range of cultures at our school, but encouraging the reading of literature from other cultures can have many such benefits as not only fostering interest, but also creating cultural competency and open mindedness that teachers try to generate in their classrooms. This study also worked with high school students which proves that even if independent reading is not encouraged at a younger level, students can still be drawn in and motivated to read.

McKnight, D (1992). Using the Accelerated Reader and other strategies and varied techniques to improve reading attitudes of fifth grade students. Nova University, Ed.D. Practicum. In this study, a reading program was designed to help motivate a group of 17 fifth graders who were considered to be unmotivated and uninterested readers. By using the Accelerated Reading Program students could take a computerized test and earn points. These points could be cashed in for prizes. This external motivation was coupled with other activities like read aloud session, poster contests, daily sustained reading periods, and daily logs. Based on surveys, reading observations, media specialists’ check out logs, questionnaires, and test scores, it was evident that the students’ enthusiasm towards independent reading improved.

One suggestion, made in a department meeting, to encourage independent reading at our school was that we adopt the Accelerated Reading Program. There was a divided reaction towards this proposal at a staff meeting. Some people think this program is a great and easy way to assess independent reading and want to adopt this program. Other staff members feel that the program is geared more towards elementary and middle school age students and is extremely expensive. Others would prefer more creative ways to assess independent reading in their classroom and do not want to be restricted to just using this program. This study can be useful for our department in helping us assess whether or not we want to fund the Accelerated Reading Program at the high school level. Another issue that this presents is the idea of extrinsically motivating students to independently read. We need to decide if this is the route that we want to take. We might instead rather encourage an intrinsic desire to read. Perhaps with unmotivated learners (the target group for this project because they are the hardest to reel in), an extrinsically motivated program might be a tool to cultivate an intrinsic desire to read.

Another study that might interest you: http://www.accessmylibrary.com/coms2/summary_0286-33362935_ITM