The effects of daily book talks and independent choice-reading time on below grade level readers in a 9th grade literacy class

Abstract

A six-week quasi-experimental study was conducted in a ninth-grade literacy class with below grade level readers. The purpose of the study was to determine the effects of daily book talks and independent-choice reading time on student motivation to read for pleasure. Students were exposed daily to young adult novels of varying genres through book talks and were then provided ten minutes of independent reading time with the expectation that students read whatever interested them. Students were asked to complete pre- and post-study surveys as well as an interest survey and individual book conferences with the teacher. Data showed an increase in positive attitudes toward reading and self-perceptions of reading ability.