References: Supported Independent Reading

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References

Erbeli, F., & Rice, M. (2022). Examining the effects of silent independent reading on reading outcomes: A narrative synthesis review from 2000 to 2020. Reading & Writing Quarterly, 38(3), 253-271.

Gambrell, L. B. (2015). Getting students hooked on the reading habit. The Reading Teacher, 69(3), 259-263.

Moses, L., & Kelly, L. B. (2018). ‘We're a little loud. That's because we like to read!': Developing positive views of reading in a diverse, urban first grade. Journal of Early Childhood Literacy, 18(3), 307-337.

Moses, L., & Beth Kelly, L. (2019). Are they really reading? A descriptive study of first graders during independent reading. Reading & Writing Quarterly, 35(4), 322-338.

Oxley, E., & McGeown, S. (2023). Reading for pleasure practices in school: children's perspectives and experiences. Educational Research, 65(3), 375-391.

Reutzel, D. R., Fawson, P. C., & Smith, J. A. (2008). Reconsidering silent sustained reading: An exploratory study of scaffolded silent reading. The Journal of Educational Research, 102(1), 37-50.

Spichtig, A. N., Gehsmann, K. M., Pascoe, J. P., & Ferrara, J. D. (2019). The impact of adaptive, web-based, scaffolded silent reading instruction on the reading achievement of students in grades 4 and 5. The Elementary School Journal, 119(3), 443-467.

Teale, W. H., Whittingham, C. E., & Hoffman, E. B. (2020). Early literacy research, 2006–2015: A decade of measured progress. Journal of Early Childhood Literacy, 20(2), 169-222.

van Bergen, E., Hart, S. A., Latvala, A., Vuoksimaa, E., Tolvanen, A., & Torppa, M. (2023). Literacy skills seem to fuel literacy enjoyment, rather than vice versa. Developmental Science, 26(3), e13325.