The Power of Independent Reading
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| Title: | The Power of Independent Reading |
|---|---|
| Language: | English |
| Authors: | Noella Mackenzie (ORCID |
| Source: | Qualitative Research Journal. 2025 25(1):60-65. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Students, Elementary School Teachers, Beginning Reading, Independent Reading, Recreational Reading, Reading Interests, Reading Achievement, Reading Attitudes, Reading Instruction, Reading Motivation, Reading Material Selection, Reading Skills, Reading Teachers, Reading Writing Relationship, Student Motivation, Vocabulary Development, Grammar, Spelling, Reading Fluency, Reading Comprehension, Curriculum Development, Equal Education |
| DOI: | 10.1108/QRJ-09-2024-0200 |
| ISSN: | 1443-9883 1448-0980 |
| Abstract: | Purpose: To become good at anything we need to practice. However, in the classroom context, much of the reading time is devoted to instruction rather than practice. Reading practice should be daily. Text choice, motivation and reading for pleasure all interact to support implicit learning. Design/methodology/approach: Review and synthesise the literature discussing independent reading in the primary classroom. Findings: The more a student reads, the more their reading improves. Independent reading promotes implicit learning. Outcomes of independent reading include motivation to read more, expanded vocabulary, grammar and spelling knowledge, the ability to read fluently, improved comprehension skills, increased general knowledge and overall academic achievement. Writing and oral language skills can also improve if opportunities are created for talking about books and independent reading is used as inspiration and models for writing. Research limitations/implications: The research is based on existing literature. The limit of 3,000 words restricts the depth of the paper. Practical implications: The finding supports teachers to include independent reading in their daily timetable. Suggestions for establishing independent reading are provided at the end of the paper. Social implications: Engagement in reading "acts as a mediator of gender and socio-economic status and… can help leverage social change" (OECD, 2021, p. 28). Independent reading benefits students in multiple ways and helps close the gap between those who have access to books at home and those who do not. Originality/value: A great deal of emphasis is placed on extrinsic reading motivation and test scores. Independent reading provides the opportunity for growth and development in all areas of literacy learning through implicit learning and enjoyment. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1466494 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1466494 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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However, in the classroom context, much of the reading time is devoted to instruction rather than practice. Reading practice should be daily. Text choice, motivation and reading for pleasure all interact to support implicit learning. Design/methodology/approach: Review and synthesise the literature discussing independent reading in the primary classroom. Findings: The more a student reads, the more their reading improves. Independent reading promotes implicit learning. Outcomes of independent reading include motivation to read more, expanded vocabulary, grammar and spelling knowledge, the ability to read fluently, improved comprehension skills, increased general knowledge and overall academic achievement. Writing and oral language skills can also improve if opportunities are created for talking about books and independent reading is used as inspiration and models for writing. Research limitations/implications: The research is based on existing literature. The limit of 3,000 words restricts the depth of the paper. Practical implications: The finding supports teachers to include independent reading in their daily timetable. Suggestions for establishing independent reading are provided at the end of the paper. Social implications: Engagement in reading "acts as a mediator of gender and socio-economic status and… can help leverage social change" (OECD, 2021, p. 28). Independent reading benefits students in multiple ways and helps close the gap between those who have access to books at home and those who do not. Originality/value: A great deal of emphasis is placed on extrinsic reading motivation and test scores. Independent reading provides the opportunity for growth and development in all areas of literacy learning through implicit learning and enjoyment. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1466494 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1466494 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1108/QRJ-09-2024-0200 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 6 StartPage: 60 Subjects: – SubjectFull: Elementary School Students Type: general – SubjectFull: Elementary School Teachers Type: general – SubjectFull: Beginning Reading Type: general – SubjectFull: Independent Reading Type: general – SubjectFull: Recreational Reading Type: general – SubjectFull: Reading Interests Type: general – SubjectFull: Reading Achievement Type: general – SubjectFull: Reading Attitudes Type: general – SubjectFull: Reading Instruction Type: general – SubjectFull: Reading Motivation Type: general – SubjectFull: Reading Material Selection Type: general – SubjectFull: Reading Skills Type: general – SubjectFull: Reading Teachers Type: general – SubjectFull: Reading Writing Relationship Type: general – SubjectFull: Student Motivation Type: general – SubjectFull: Vocabulary Development Type: general – SubjectFull: Grammar Type: general – SubjectFull: Spelling Type: general – SubjectFull: Reading Fluency Type: general – SubjectFull: Reading Comprehension Type: general – SubjectFull: Curriculum Development Type: general – SubjectFull: Equal Education Type: general Titles: – TitleFull: The Power of Independent Reading Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Noella Mackenzie IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1443-9883 – Type: issn-electronic Value: 1448-0980 Numbering: – Type: volume Value: 25 – Type: issue Value: 1 Titles: – TitleFull: Qualitative Research Journal Type: main |
| ResultId | 1 |
