MA Reading Education
Language, Literacy, and Sociocultural Education
College of Education
Engagement, Independent Reading, Motivation, Sustained Silent Reading
Silent reading; Books and reading
Language and Literacy Education
The purpose of this conceptual study was to analyze what factors impact students' engagement and motivation to read independently. Further, the study sought to determine effective modifications to independent reading for today's students. Because this study is conceptual in nature, an extensive review of the current qualitative and empirical literature on independent reading was conducted. From there, the data was coded inductively to generate new ideas about what independent reading should entail for students today. Some clear patterns emerged. First, student choice and autonomy were cited as important factors for fostering students' motivation and engagement with reading. Second, simply providing time for independent reading is immensely important in getting students to see themselves as readers, and therefore become more engaged and motivated to read. Finally, talk around text was found to be paramount to motivating students to engage in independent reading. After reviewing the available literature, the implications determined that these factors must be integrated into independent reading programs to make them successful for today's students.
Mitchell, Diana, "A conceptual study on effective independent reading practices to foster an enjoyment of reading" (2018). Theses and Dissertations. 2497.