MA Reading Education
Language, Literacy, and Sociocultural Education
College of Education
Silent reading; Books and reading
Language and Literacy Education | Secondary Education
The purpose of this study was to document the engagement levels and classroom discussions students have after reading their independent reading novel. The specific aim was to see how students respond using their independent reading books when class discussions are centered around an essential question. Classroom reading behaviors, student-led classroom discussions, interviews, and exit tickets were analyzed. The students were engaged as active readers when reading their chosen silent reading book to find the answer to an essential question. After, the students engaged in meaningful conversations using their silent reading books as guides before some students offered personal responses while answering the essential question. The implications for teaching using essential questions to engage students when reading independent reading selections are discussed.
Cohen, Michelle, "How do students structure their silent reading when situated in inquiry based pedagogy?" (2018). Theses and Dissertations. 2506.