Independent Reading e-Learning Module

Independent Reading e-Learning ModuleCourtney SmithEDU 624 Jennifer WojcikHow Teachers Can Encourage Independent ReadingWhy focus on Independent Reading?Research is accumulating that suggests that a growing number of children do not read for pleasure (Department for Education, 2012). Academic performance is closely related to reading performance as quoted in Cullinan (1999, para. 23).

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EnvironmentPopulationInner city Waterbury elementary teachers that service inner city elementary students in grades K-5.Majority of the students will be eligible for free or reduced lunch and about 20-30% population of English as a Second Language (ESL) and Special Education (SPED) students in each classroom.Teachers experience with independent reading will vary, but majority do not implement it consistently.

FACT:Half the children from Connecticuts poorest districts do not have the skills they need to enter kindergarten (Read to Grow, 2014).AnalysisOther benefits to reading for pleasure include: text comprehension and grammar, positive reading attitudes, pleasure in reading in later life, increased general knowledge (Department for Education, 2012).

Children vary in the experiences they bring to learning to read, including different cultures, background knowledge, oral and written languages, experiences with print,18and access to print (Commission on Reading of the National Council of Teachers of English, 2004).

We all can benefit from reading!Instructional GoalThe goal of this Independent Reading e-Learning module is for elementary teachers to learn why independent reading is helpful and how to incorporate it into a classroom with diverse readers.

Everyone should enjoy reading!Instructional AnalysisLearning AnalysisHave had unsatisfying results from independent reading strategies: D.E.A.R. & S.S.R.Early researchers Watkins and Edwards (1992) have found that teachers attitudes toward reading significantly affect the amount of extracurricular reading students do as quoted in Cullinan (1999, para. 23). Students may choose books that are too hard or too easy which deter them from reading altogether.Struggling and low-performing need the most practice with authentic reading experiences (Routman, 2002, p. 84).

TeachersStudentsLearning ObjectivesBy the time a learner finishes this eLearning lesson, he or she should be able to E-Learning Module DesignThe e-Learning will take place on a Weebly website.This was chosen due to its possibilities of multimedia: videos, links, surveys, articles, etc.The pages on a Weebly site makes learning organized.Information can be viewed on a computer, iPad, or smartphone.The site can promote teacher collaboration across the grades.Development is customizable to make learning easy for diverse learners and different exposure levels. Possible challenge: Too much information can presented on a page can be too overwhelming.

ReferencesCommission on Reading of the National Council of Teachers of English. 2004. On reading, learning to read, and effective reading instruction: An overview of what we know and how we know it. NCTE. Retrieved from http://www.ncte.org/positions/statements/onreading

Cullinan, B. (1998). Independent reading and school achievement. American Association of School Librarians. Retrieved from http://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume32000/independent

Department for Education. (2012). Research evidence on reading for pleasure. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/284286/reading_for_pleasure.pdf

Read to Grow. (2014). Effects of low literacy. Retrieved from https://www.readtogrow.org/Content/Literacy_Info_and_Statistics.asp

Routman, R. (2002). Plan for and monitor independent reading. Reading Essentials: The Specifics You Need to Teach Reading Well. Retrieved from https://www.heinemann.com/shared/onlineresources/E00492/chapter6.pdf