Research
1. Donnelly, P. (2019). A new guide for guided reading: More guided, more reading. Practical Literacy, 24(1), 9–11. Retrieved from https://link.galegroup.com/apps/doc/A571514230/PROF?u=tea&sid=PROF&xid=16fddd15
Summary: The focus of this article is guided reading, and it examines the benefits of self-selected reading in the development of reading motivation and comprehension. The authors provide a list for scaffolding complex texts. They also 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. doi: 10.1080/19404476.2011.11462085
Summary: In this study, reading is perceived as a school-wide priority. Students are allowed to select their own text and to read on their own. The study reveals it is more effective if students have access to literature at home as well.