Knowledge and Skills Statement
Task students with establishing a purpose for reading an assigned or self-selected text and backing up their decisions with evidence such as an interest in exploring a text based on text features, title, or genre expectation.
Further Explanation
This example requires students to understand and be able to communicate the reasons they are reading a self-selected text. Understanding is acquired through experience with choosing texts that tell a story, provide facts, explain a concept, or describe an experience.
Research
1. Donnelly, P. (2019). A new guide for guided reading: More guided, more reading. Practical Literacy, 24(1), 9+. Retrieved from https://link.galegroup.com/apps/doc/A571514230/PROF?u=tea&sid=PROF&xid=16fddd15
Summary: The focus of this article is on guided reading, but it looks at the benefits of self-selected reading in the development of reading motivation and comprehension. The authors provide a list for scaffolding complex texts and recommend teachers follow up on the reading of complex texts through guided, sustained discussions in order to increase the academic benefit from interpreting and reinterpreting texts. For many students, scaffolding complex texts will accelerate reading skills; self-selected sustained reading will consolidate them.
2. Daniels, E., & Steres, M. (2011). Examining the effects of a school-wide reading culture on the engagement of middle school students. Research in Middle Level Education, 35(2), 1–13. Retrieved from https://files.eric.ed.gov/fulltext/EJ951779.pdf
Summary: In this study, middle school educational leadership identified reading as a priority. Students were given choice over what they read and time to read on their own. Student engagement increased because reading was a school priority, but creating time and space to read was meaningless for students who did not have easy access to books at home. In response, teachers amassed books and created a reading network for students. The results were increased student engagement and the belief, among students, that reading mattered.