Are They Really Reading? A Descriptive Study of First Graders During Independent Reading

Lindsey Moses, Laura Beth Kelly

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This article provides an analysis of how a large, diverse Title I class of 1st-grade students spent independent reading time when an exemplary teacher provided instructional supports to foster engaged independent reading. The data derived from observational checklists that documented students’ literacy-related, off-task, and transition behaviors; video recordings of the literacy block; student interviews; and research notes. The quantitative findings showed that students overwhelmingly adopted literacy-related behavior (rather than off-task behavior) during independent reading. We provide a qualitative analysis of the ways in which 3 of the most frequently observed literacy-related behaviors (documenting thinking or strategies on stickies, conferring with the teacher, and related talking) supported meaning making. After a year of engaged independent reading, students shifted from viewing reading as isolated and accuracy focused to viewing it as an opportunity to make meaning. The findings suggest that fears about emergent readers being unable to productively use independent reading time may be unfounded. The article concludes with implications for practice and teacher education.

Original languageEnglish (US)
JournalReading and Writing Quarterly
DOIs
StateAccepted/In press - Jan 1 2018

Fingerprint

literacy
student
teacher
video recording
anxiety
interview
education
time

ASJC Scopus subject areas

  • Education
  • Linguistics and Language

Cite this

Are They Really Reading? A Descriptive Study of First Graders During Independent Reading. / Moses, Lindsey; Beth Kelly, Laura.

In: Reading and Writing Quarterly, 01.01.2018.

Research output: Contribution to journalArticle

@article{ecc32d711e6642fd97c940a507fe62b1,
title = "Are They Really Reading? A Descriptive Study of First Graders During Independent Reading",
abstract = "This article provides an analysis of how a large, diverse Title I class of 1st-grade students spent independent reading time when an exemplary teacher provided instructional supports to foster engaged independent reading. The data derived from observational checklists that documented students’ literacy-related, off-task, and transition behaviors; video recordings of the literacy block; student interviews; and research notes. The quantitative findings showed that students overwhelmingly adopted literacy-related behavior (rather than off-task behavior) during independent reading. We provide a qualitative analysis of the ways in which 3 of the most frequently observed literacy-related behaviors (documenting thinking or strategies on stickies, conferring with the teacher, and related talking) supported meaning making. After a year of engaged independent reading, students shifted from viewing reading as isolated and accuracy focused to viewing it as an opportunity to make meaning. The findings suggest that fears about emergent readers being unable to productively use independent reading time may be unfounded. The article concludes with implications for practice and teacher education.",
author = "Lindsey Moses and {Beth Kelly}, Laura",
year = "2018",
month = "1",
day = "1",
doi = "10.1080/10573569.2018.1545615",
language = "English (US)",
journal = "Reading and Writing Quarterly",
issn = "1057-3569",
publisher = "Taylor and Francis Ltd.",

}

TY - JOUR

T1 - Are They Really Reading? A Descriptive Study of First Graders During Independent Reading

AU - Moses, Lindsey

AU - Beth Kelly, Laura

PY - 2018/1/1

Y1 - 2018/1/1

N2 - This article provides an analysis of how a large, diverse Title I class of 1st-grade students spent independent reading time when an exemplary teacher provided instructional supports to foster engaged independent reading. The data derived from observational checklists that documented students’ literacy-related, off-task, and transition behaviors; video recordings of the literacy block; student interviews; and research notes. The quantitative findings showed that students overwhelmingly adopted literacy-related behavior (rather than off-task behavior) during independent reading. We provide a qualitative analysis of the ways in which 3 of the most frequently observed literacy-related behaviors (documenting thinking or strategies on stickies, conferring with the teacher, and related talking) supported meaning making. After a year of engaged independent reading, students shifted from viewing reading as isolated and accuracy focused to viewing it as an opportunity to make meaning. The findings suggest that fears about emergent readers being unable to productively use independent reading time may be unfounded. The article concludes with implications for practice and teacher education.

AB - This article provides an analysis of how a large, diverse Title I class of 1st-grade students spent independent reading time when an exemplary teacher provided instructional supports to foster engaged independent reading. The data derived from observational checklists that documented students’ literacy-related, off-task, and transition behaviors; video recordings of the literacy block; student interviews; and research notes. The quantitative findings showed that students overwhelmingly adopted literacy-related behavior (rather than off-task behavior) during independent reading. We provide a qualitative analysis of the ways in which 3 of the most frequently observed literacy-related behaviors (documenting thinking or strategies on stickies, conferring with the teacher, and related talking) supported meaning making. After a year of engaged independent reading, students shifted from viewing reading as isolated and accuracy focused to viewing it as an opportunity to make meaning. The findings suggest that fears about emergent readers being unable to productively use independent reading time may be unfounded. The article concludes with implications for practice and teacher education.

UR - http://www.scopus.com/inward/record.url?scp=85060343922&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85060343922&partnerID=8YFLogxK

U2 - 10.1080/10573569.2018.1545615

DO - 10.1080/10573569.2018.1545615

M3 - Article

AN - SCOPUS:85060343922

JO - Reading and Writing Quarterly

JF - Reading and Writing Quarterly

SN - 1057-3569

ER -