Just reading: the literary immersion experience
In studying the successes and weakness in my classroom instruction, I identified lack of student reading as a significant impediment to achievement. At Woods Charter School, the K-12 school culture seeks to foster lifelong readers, and elementary and middle grades students carry a book for everyday reading. The high school focuses on academic rigor and college preparation through traditional methods, and reading, for many students, becomes the lowest priority item in their planners. After all, it’s just reading.
Morgan and Wagner (2013) find that time and choice figure significantly in successful classroom reading programs, even at the secondary level. Other researchers confirm the centrality of student choice in engagement and commitment to reading (Gilmore, 2011; Hall, Hedrick & Williams, 2014; Morgan & Wagner, 2013). Lee's (2011) action research identifies effective training and planning as key factors for success. The role of teacher as mentor also had significant impact.
I designed the Literary Immersion Experience as a justification for allowing more reading within the school day. Anticipating possible pressure from parents and administration, I sought a research foundation for the practice and examined various individualized reading programs. Rather than adopt or adapt a program, I refined our classroom practice, gave it an acronym, and conducted action research to assess the productivity of the practice.
Everyone looks forward to the weekly LIE days, which have become popular and productive. Student reading has both increased and deepened, as individual choice allows people to follow their own interests and pace.
These engaged, independent readers are developing their skills in comprehending complex text, of course, and also building critical thought, intellectual autonomy, and awareness of the multifaceted nature of our world.
Morgan and Wagner (2013) find that time and choice figure significantly in successful classroom reading programs, even at the secondary level. Other researchers confirm the centrality of student choice in engagement and commitment to reading (Gilmore, 2011; Hall, Hedrick & Williams, 2014; Morgan & Wagner, 2013). Lee's (2011) action research identifies effective training and planning as key factors for success. The role of teacher as mentor also had significant impact.
I designed the Literary Immersion Experience as a justification for allowing more reading within the school day. Anticipating possible pressure from parents and administration, I sought a research foundation for the practice and examined various individualized reading programs. Rather than adopt or adapt a program, I refined our classroom practice, gave it an acronym, and conducted action research to assess the productivity of the practice.
Everyone looks forward to the weekly LIE days, which have become popular and productive. Student reading has both increased and deepened, as individual choice allows people to follow their own interests and pace.
These engaged, independent readers are developing their skills in comprehending complex text, of course, and also building critical thought, intellectual autonomy, and awareness of the multifaceted nature of our world.