Running Header: INDEPENDENT READING AT THE SECONDARY LEVEL

Independent Reading in the Secondary Classroom Matthew Ulyesses Blankenship, M. Ed. University of South Florida (863) 651 6212 / mublanke@mail.usf.edu Date of Submission: 8/1/12

Matthew Ulyesses Blankenship was a high school reading, English and AP Human Geography teacher before becoming a full time doctoral student at the University of South Florida, Tampa, FL and Dean of Students at Auburndale Senior High School. In 2010 Matthew was recognized by his peers and the community as a Polk County Teacher of the Year Finalist. Matthew's research interests include Education Policy, Technology and Adolescent Literacy. To contact the author, please email mublanke@mail.usf.edu.

INDEPENDENT READING AT THE SECONDARY LEVEL FULL ARTICLE AVAILABLE UPON REQUEST. SUBMISSION INFORMATION BELOW:
Matthew Blankenship

Aug 1 (12 days ago)

to frjeditor
Hello! Please find attached my submission to the Florida Reading Journal. Thank you for the consideration for publication and please let me know if you need any additional information. Sincerely, Matt Blankenship

Abstract Research in secondary independent reading practices in school has been largely ignored since the 2000 report from the National Reading Panel. However, some quantitative studies and

practitioner articles have focused on the issue and often show students want more time to read, greater variety to choose from and a social aspect as a result of the reading. This review delineates the results of articles focused on independent reading in the secondary classroom and renews the call made by the NRP for additional empirical research on independent reading in the secondary classroom.

INDEPENDENT READING AT THE SECONDARY LEVEL Independent Reading in the Secondary Classroom

As a former high school reading and content area teacher, I have witnessed the effect of independent reading practices on secondary students. This includes increased reading endurance, increased vocabulary and comprehension skills, along with building additional background knowledge. However, administrators frequently rebuke the validity of independent reading programs and push for continued classroom focus on direct-instruction based on state tested standards. Principals and other instructional leaders often cite the National Reading Panels (NRP) 2000 report as a reason to stop independent reading (Trudel, 2007). The NRPs statement, however, is often misunderstood or misapplied (Trudel, 2007). The conclusion of the NRP was research in the area of independent reading is too limited to make any type of conclusion. The NRPs report states: Based on the existing evidence, the NRP can only indicate that while encouraging students to read might be beneficial, research has not yet demonstrated this in a clear and convincing manner (National Institute of Child Health and Human Development, 2000, p3-3) The NRP included only articles that used empirical research published in leading research journals and excluded copious amounts of qualitative research (National Institute of Child Health and Human Development, 2000). This limited the scope of the findings and excluded many articles that offered valuable insight into independent reading. The trumpet had sounded and researchers knew more empirical research was necessary to determine the effect of independent reading. Since this call for action, research has flourished in elementary schools that generally favor independent reading (see Allington & Cunningham, 2002). However, research in the secondary classroom continues to flounder. Based on my anecdotal belief that independent

INDEPENDENT READING AT THE SECONDARY LEVEL References

Allington, R.L. and Cunningham, P.M. (2002) Schools that work: Where all children reading and write. Boston: Allyn & Bacon. Glasser, B.G. and Strauss, A.L. (1967). The discovery of grounded theory. New York: Aldine Publishing. Ivey, G. (2002). Getting started: Manageable literacy practices. Educational Leadership, November (2002), 20 23. Ivey, G. &Broaddus, K. (2000). Tailoring the fit: Reading instructional and middle school readers. The Reading Teacher, 54(1), 68 78. Ivey, G. & Broaddus, K. (2001). Just plain reading: A survey of what makes students want to read in middle school. Reading Research Quarterly, 36(4), 350 377. Kasten, W. C. & 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. Topping, K.J., Samuels, J. & Paul, T. (2007). Does practice make perfect? Independent reading quantity, quality and student achievement. Learning and Instruction, 17, 253-264. Trudel, H. (2008). Making data-driven decisions: Silent reading. The Reading Teacher, 61(4), 308-315. Zipper, F. M. J., Worley, M. T., Sisson, M. W. & Said, R. W. (2002). Literacy education and reading programs in the secondary school: Status, problems, and solutions. NASSP Bulletin, 86(3), 3 18. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the

INDEPENDENT READING AT THE SECONDARY LEVEL scientific research literature on reading and its implications for reading

instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.