References: Supported Independent Reading

Return to Supported Independent Reading strategy page.

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.

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.

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.

Walker, K. P. (2013). Scaffolded Silent Reading (Sc SR) Advocating a Policy for Adolescents' Independent Reading. Journal of Adolescent & Adult Literacy, 57(3), 185-188.

Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2020). Reading during adolescence: Why adolescents choose (or do not choose) books. Journal of Adolescent & Adult Literacy, 64(2), 157-166