The Missouri Reader Vol. 40, Issue 3 - Page 19



Burkins, J., & Yaris, K. (2014). Rethinking “just right” books: A new strategy for helping students select texts for independent reading. Illinois Reading Council Journal, 42(3), 9-15.

Cuevas, J. A., Irving, M. A., & Russell, L. R. (2014). Applied cognition: Testing the effects of independent silent reading on secondary students’ achievement and attribution. Reading Psychology, 35, 127-159. doi:10.1080/02702711.2012.675419

Dorn, L. J., & Jones, T. (2012). Apprenticeship in literacy: Transitions across reading and writing, k-4. Portland, ME: Stenhouse Publishers.

Dorn, L. J., & Soffos, C. (2001). Shaping literate minds: Developing self-regulated learners. Portland, ME: Stenhouse Publishers.

Fisher, D., (2001). “We’re moving on up”: Creating a schoolwide literacy effort in an urban high school. Journal of Adolescent & Adult Literacy, 45(2), 92-101.

Frey, B. B., Lee, S. W., Tollefson, N., Pass, L., & Massengill, D. (2005). Balanced literacy in an urban school district. The Journal of Educational Research, 98, 272-280.

Greenwood, C. R., Tapia, Y., Abbott, M., & Walton, C. (2003). A building-based case study of evidence-based literacy practices: Implementation, reading behavior, and growth in reading fluency, k-4. The Journal of Special Education, 37(2), 95-110.

Harlaar, N., Deater-Deckard, K., Thompson, L. A., DeThorne, L. S., & Petrill, S. A. (2011). Associations between reading achievement and independent reading in early elementary school: A genetically informative cross-lagged study. Child Development, 82(6), 2123-2137. doi:10.1111/j.1467-8624.2011.01658.x

Johnson, A. (2001). Independent reading in the classroom. Language Arts Journal of Michigan, 17(1), 25-27.

Kasten, C. W., & Wilfong, L. G. (2005). Encouraging independent reading with ambience: The book bistro in middle and secondary school classes. Journal of Adolescent & Adult Literacy, 48(8), 656-664. doi:10.1598/JAAL.48.8.3

Miller, D. (2002). Reading with meaning: Teaching comprehension in the primary grades. Portland, ME: Stenhouse Publishers.

Reis, S. M., Eckert, R. D., McCoach, D. B., Jacobs, J K., & Coyne, M. (2008). Using enrichment reading practices to increase reading fluency, comprehension, and attitudes. The Journal of Educational Research, 101(5), 299-314.

Reitsma, P., (1988). Reading practice for beginners: Effects of guided reading, reading-while-listening, and independent reading with computer-based speech feedback. Reading Research Quarterly, 23(2), 219-235.

Sanacore, J. (1994). Lifetime literacy through independent reading: The principal is a key player. Journal of Reading, 37(7), 602-606.

Sanden, S. (2012). Independent reading: perspectives and practices of highly effective teachers. Reading Teacher, 66(3), 222-231. doi:10.1002/TRTR.01120

Sanden, S. (2014). Out of the shadow of SSR: Real teachers’ classroom independent reading practices. Language Arts, 91(3), 161-175.

Serravallo, J. (2014). Reading time with goals in mind. Education Leadership, 72(1), 54-59.

Stairs, A.J., & Burgos, S. (2010). The power of independent, self-selected reading in the middle grades. Middle School Journal, 41(3), 41-48.

Topping, K. J., Samuels, J., & Paul, T. (2008). Independent reading: The relationship of challenge, non-fiction and gender to achievement. British Educational Research Journal, 34, 505-524. doi:10.1080/01411920701609380

Trudel, H. (2007). Making data-driven decisions: silent reading. Reading Teacher, 61(4), 308-315. doi:10.1598/RT.61.4.3

Walker, K. P. (2013). Scaffolded silent reading (ScSr). Journal of Adolescent & Adult Literacy, 57(3), 185-188. doi:10.1002/JAAL.235

Mary Hall is a second grade teacher at Logan-Rogersville Elementary School and is working her masters in Literacy at Missouri State University. Dr. Beth Hurst, Dr. Pamela Correll, and Dr. Kayla Lewis teach in the Graduate Literacy Program at Missouri State University.