Self Selection in Reading The Process of Choice and How it Impacts Student Reading

Jennifer Van Deusen April 12, 2011

Abstract

What choices do students have when it comes to their own reading materials? This is a vital question as elements of self discovery and self selection are essentials components in todays education. This action research project examines the findings from a thirty day implementation of choice in the classroom spanning from February 2011 through April 2011. This study examines the direct effect choice has on reading in the classroom. A regular freshmen level English class was given various tools to help improve choice in their reading of independent novels. When choice is implemented into the learning environment students gravitate towards their investment for learning. Discussions among teacher, student, and peers revolved around books and were student driven. When students are given the choice to read what is of interest to them they will read books cover to cover, comprehend essential materials, and reflect on what they have learned. The project reflects on high school level reading choices, how they made those choices and the comprehension that came from those choices in reading.

Table of Contents

Abstract Introduction Rationale for Study Statement of Problem(s) Primary Research Questions Hypothesis Review of Literature Methodology Research Design Data Collection Plan Sample Selection Instruments Results Findings

2 5 5 6 6 7 7 18 18 19 21 21 25 25

Discussion Limitations of Study Significance/Applications/Implications Further Research Action Plan Conclusions References Appendices Appendix A: Calendar of Data Collection Appendix B: Initial Reading Survey Appendix C: Post Reading Survey Appendix D: Post Reading Survey Results Appendix E: Initial Reading Survey Results

35 39 41 42 43 45 47 48 48 51 53 55 57

Introduction Rationale for Study Do students know who they are as lifelong readers? Many high school students are dependent on their teacher to provide books and reading materials, but are unable to choose their own selections. This can be seen when students do not know how or do not have the resources to self select reading materials. It is extremely important to develop in students the independence and abilities of choice, so they can continue making book selections independently in later years and eventually grow into lifelong readers. When students are solely dependent on the teacher for books they lose a sense of independence, confidence as a reader, and the investment to read is absent. In the classrooms choice is a given: kids choose what they read because children who choose books are more likely to grow up to become adults who read books (Atwell, 2007). High School students are lacking the tools in determining what they enjoy reading, do not make the time to read, and do not know what interests them. This action research project will put into effect a program of self selection and choice in a high school English class and measure the impact it has on student learning in terms of reading. Education is quickly changing as are the students. Elements of choice and self selection are essential tools in the classroom and students must understand how their own decisions can affect their education. This study was conducted in a freshmen English classroom composed of twenty seven students. The students attend South Elgin High School, located in South Elgin, Illinois- a suburb of Chicago. The English curriculum is teacher driven and does not leave much room for

independent reading. The students in this English class have not had reading implemented in the classroom, except for teacher driven materials and articles. Statement(s) of the Problem The top 5 percent of U.S. student read up to 144 times more than the kids in the bottom 5 percent(Atwell, 2007, p. 107). The fluency of reading in high school students is continuing to struggle. Students are extremely distracted by outside nuances and do not understand the value that reading can bring to ones academic success and future enjoyment. The problem stems from students not understanding what types of reading materials will bring them enjoyment. Because this lack of comprehension is in place it deters students from reading continually. Teachers for many decades have been responsible for choosing the reading materials for students. Some educators are blindly disregarding many key attributes that go into reading in terms of enjoyment and comprehension: interest, reading level, genre, etc. Teachers can help in aiding students to become lifelong readers by introducing how to select appropriate books, providing tools to ensure that books can be selected, and integrating reading along with comprehension to ensure that continuous learning is in effect. Research Question(s) In order to effectively set in place the idea of choice in the classroom, several questions serve as the driving force to collect and observe data. Do the students have a preexisting knowledge of reading in terms of choice and self selection? Are they utilizing the school library as a resource for self selection? How are they choosing books? Do they know what to look for? Are they continuously reading books that they have self selected? Are they asking questions to help them in their selection process? Are they engaged readers- reading during reading time and coming to class prepared and ready to read? Do they comprehend key concepts from their

reading? What is the effectiveness of a book pass that is done in class? What is the effectiveness of a book brag that is done weekly in class? Are they utilizing the classroom library as a resource for self selection? These questions provide an essential starting place for the action research project and continue to push the research forward in a progressive manner to further establish self selection and choice with reading in the classroom. Hypothesis When students are given instruction on choice and how to self select reading materials; along with the tools to maintain a reading environment: library influences, book talks, conferences, etc. student learning based on the comprehension and engagement will increase. Literature Review The process is the key in understanding the journey. In an action research project, an individual can learn more along the way than they can from the end result. Self selection is becoming a tool that many educators find intriguing, but shifting the power of choice from teacher to student is no easy feat. Research has been gathered on the overall impact self selection can bring upon reading, the student, and the overall classroom environment. Skimming through the various articles allowed for further planning for the action research to continue. Many of the articles, studies, and cases gave way to ideas on how to expand the research to not just look at how self selection occurs, but how to access self selection in reading, as well as developing a culture where it continues to prosper. During the first day of research many articles came back as studies at the elementary school level. This left many thoughts as to how elementary data would be applicable to the high school setting. As the reading and data gathering started to progress, international studies began to surface, along with thoughts as to how international data would be applicable to the American high school setting. The realization then came into effect

that data is data, and that key concepts on impacts of self selection can be learned from all avenues of research. The literature review spanned across many elements that provided insight into choice with students. Each piece of literature expanded on from the previous one, yet they were all related from one to the next. For example the first study discussed recommendations and tools to use to help find the next great book. The next article uses elements of recommendations and adding the teacher as a primary resource. Thus, each article builds on a vital component to make self selection in the classroom a possibility for learning. The organization for the literature review follows that pattern of dependency- where each component will flow into the next article. What are teenagers reading? Adolescent fiction reading habits and reading choices The study conducted by English student teachers at the University of Exeter in England allowed for data to be gathered on what exactly drives student selection between grades 7-11 of 770 students. Are students reading? What made them select their choice(s)? And how do their choices help teachers create a reading culture. Thus it appears that in understanding adolescents reading habits there are two crucial threads to grasp: what influences their reading choices, and a detailed knowledge of the texts they choose to read (Hopper, 2005, p.114). The study went on to show that the greatest percent of student self selection in terms of reading was based on the genre or type of book. A lot of this interest is compatible with films that are released that have the same genre interest. This genre may be seen to fit the adolescents desire to escape, or even to experiment with role and identity (Hopper, 2005, p.116). Students within this grade range are at a point in their lives when they are not quite independent, but still not dependent on others. Characters and story lines that relate to them and this moment of self discovery will entice them because in essence the story they are reading then becomes their own.

The study also reveals that recommendations were a big factor in self selection of books for students. Most of the trusted connections with books were provided by peers of the students or parents, in other words trusting the person has a great deal to do with if the recommendation will be followed. Surprisingly, teachers had a small effect on book recommendations for students. Hopper (2005) suggested two potential reasons for the lack of following recommendations; the first being that teachers have not established independent reading time in their classrooms, or that teachers are not up to date with the book selections that would interest students (p.117). The study ended by showing the various nonfiction resources students are utilizing: newspapers, magazines, and online references. Hopper pointed out that there is a growing demand in nonfiction reading pieces. If teachers are to compete with an ever changing education world, then more self selection must be utilized using the key components that interest students most. This was the first article that was closely reviewed and really left a lasting impression on the issue of self selection. The Hopper study provided ideas and methods in order to implement self selection in the classroom. It provides teachers with the tools to establish a few key areas to work on promoting student choice: genre, author, peer recommendation, etc- The study also highlighted several areas that teachers can improve upon to further cultivate an environment of choice. If the teacher understands the student and the interest of the students they teach, it helps in fostering recommendations that will guide students in making selections that will engage them in reading. These concepts are essential fundamentals in understanding how choice can play a beneficial role in the progressive steps of becoming a lifelong reader. The Reading Zone

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In Nancy Atwells (2007) book, The Reading Zone, she covers various elements for teachers in order to establish a reading zone. The hopeful end result is not only to effectively put in place a reading climate in the classroom, but how to guide students to become habitual readers. One of the fundamental concepts to developing a natural reading zone is the element of choice. In the classroom choice is a given: kids choose what they read because children who choose books are more likely to grow up to become adults who read books (Atwell, 2007, p. 27) In order for self selection or choice to really make an impact on students a few elements must be aligned. Atwell first covers that it is important for the teacher to really help guide students in terms of self selection. There are a few bases that must be covered in order to establish the element of choice. A survey or some sort of questionnaire should be given to students. Questions on the survey should cover what was the students last favorite book, what did they like about it, in terms of books what draws them in, etc. It is then up to the teacher to compile the data. See what information students have in common with each other, are there any major themes that are popular, what types of books do they enjoy? Once the information has been pooled together then the information can be used when putting together a classroom library. Atwell has drawn many positive connections between classrooms with personal libraries and the element of choice from classes that do not. Once students have access to books within the room it is easier for students to rely on their own ideals to pick a book that is a natural fit. Atwells take on self selection is that it only will be beneficial if well constructed by the educator first. This entails the teacher to take a hands on approach to get to know his or her students as readers, be able to supply the classroom with resources, and constantly maintain knowledge of new and current book trends, reading strategies, and titles. Nancy Atwells book is extremely helpful in establishing the stepping stones to allow for choice in the classroom to

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begin. She explains how the various chapters provide important steps in preparing students for choice, suggesting choice, maintaining choice, and fostering choice. In order to see the full impact of self selection in reading within the classroom the necessary procedures must be in place. Reading Next The Biancarosa and Snow (2004) study follows literacy through the middle and high school years. Both educators note that reading is a primary focus during the elementary years, but is then replaced by other components during the middle and high school years. With political implementations like No Child Left Behind and Every Child will be College or Work Force Ready in place, it does not seem like it could, but it has left a gap between students that are meeting expectations and those that are falling behind. Educators must thus figure out how to ensure that every student gets beyond the basic literacy skills of the early elementary grades, to the more challenging and more rewarding literacy of the middle and secondary school years (Biancarosa & Snow, 2004, p.1). The study places a great deal of emphasis on adolescent literacy programs and uses fifteen components to act as the infrastructure to improve adolescent readers. Approximately eight million young people between fourth and twelfth grade struggle to read at grade level. Very few of these older struggling readers need help to read the words on a page; their most common problem is that they are not able to comprehend what they read(2004, p.3). Comprehension, thus, is a major playing card is their research. Not only providing students with the capabilities to choose what they read, but providing them with strategies to ensure that they understand what they read. The study incorporates tiered instruction, motivation; text based collaborative learning, among other components as a total package to fuse self selection and comprehension in terms of reading success.

12

The study really hammers the balance that is needed between the element of choice and the comprehension of material. They are counter dependent on one another. The element of choice brings in the students component of ownership and without that, they will not have comprehension. As students progress through the grades they become increasingly tuned out, and building student choices into the school day is an important way to reawaken student engagement(2004, p.16). This study really explores the elements beyond the fundamentals. In previous resources the impact of classroom libraries and recommendations were key components, but in this study it is how choice and comprehension work together in order to achieve success in reading. The Biancarosa and Snow study really shows after the foundation materials are put down how understanding and self selection must co-exist together. It provides educators with many ideas (i.e. tiered instruction, groups) on how to make these two elements co-exist in the classroom. Classroom Cultures That Foster Reading Motivation Gambrells (1996) article on maintaining a reading culture in the classroom supplied much needed information on how to ensure that choice and self selection occurs in the classroom after it is initially introduced to students. The first half of her article relays information from studies conducted on elementary age students on the importance of choice and motivation when reading. The second half of her article uses the results of the study to put together resourceful methods for educators to make certain that motivation and choice are evident in the lives of their students. Classroom cultures that foster reading motivation are characterized by a teacher who is a reading model, a book-rich classroom environment, opportunities for choice, familiarity with books, social interactions about books, and literacy-related incentives that reflect the value of reading (Gambrell, 1996, p. 20). This article really highlighted how important the teacher is in

13

maintaining choice in a students life. In order for self selection to really reach maximum impact it takes a lot of organization, creativity, content knowledge, and perseverance on the part of the educator. Gambrells findings also show educators how to use the teacher as a model in terms of making teachable moments. Teachers become explicit reading models when they share their own reading experiences with students and emphasize how reading enhances and enriches their lives (1996, p.20). This ties together the idea of choice with comprehension. If an educator explains to students that while they are reading they should keep a personal dictionary in a journal and write down various words they did not understand or are intrigued by, the students are thus learning to stop and look up the words. The teacher is stressing the importance of keeping a running vocabulary, and the student is learning a strategy on how to do that- simply from the educator highlighting a tool that he or she uses while reading. This combined research and article is extremely beneficial especially in the final stages of the action research, the maintaining of a reading culture. There have been many instances that students witness a new initiative being instilled and then tossed to the side due to the fact that the maintenance was too extreme. The element of choice and self selection really shapes what kind of readers the students will grow into, and thus what type of lifelong learners they will be. Gambrell (1996) stressed that the choice and the motivation to want to read comes from the selection in which a classroom library is essential. Those books that make up the library allow for other areas of instruction and provide a good platform for lessons that enable students to comprehend necessary concepts. The Impact of One Trip to The Public Library The Krashen and Ramos (1998) research report discusses the overall effects libraries play on the impact of reading. The whole premise of a library is based around the elements of self

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selection and choice, and once students know what books best suit their reading needs, libraries can help fulfill them. The research report contained a study done to show if trips to the library increased reading motivation based on choice. The terms of the study were just for the engagement factor of reading and it did not include any reading journals, logs, or writing activities. 67% of the students asked their parents to take them back to the library after the first visit, on their own (Krashen & Ramos, 1998, p. 614). The study more or less examined the impact books can have on the element of choice and fostering that element of choice. Our study not only confirms that providing interesting reading itself is an excellent motivator, it also shows the powerful impact even a single exposure to books can have(Krashen & Ramos, 1998, p. 614). Libraries make an excellent resource for teachers trying to implement the element of choice and self selection in their students. Building a good rapport and working relationship with libraries can really impact student engagement in terms of reading. For the teacher, the library and librarian are useful tools that when utilized to the fullest can really impact student learning. Librarians can visit classrooms and perform book talks to heighten engagement and self selection, many of the new titles can be borrowed for an educator to do a book pass, which is a quick way for students to view numerous titles in a short span of time. Most importantly, the classroom edict of choice and picking the right book can be further developed in the library where there are more titles and various types of genres. In order to progressively instill the concepts of choice and self selection students need to understand how the library works into the process. Teachers should utilize the library along the way to continue developing the reading culture. Reading Comprehension: What Works

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What is interesting about the research element of this study is that each study or article brings about new ideas or information to the action research project. In this particular article a great deal of effort is devoted to the component of communication and how that fits in to further establishing choice and self selection. The process of allowing student to build, express, and defend their own interpretations has become a re valued goal of text discussions (Fielding & Pearson, 1994, p. 67). The element of classroom discussion centered on reading opens the doors for continued comprehension, shared learning, and progressive recommendations that lead to choice in reading. The Fielding and Pearson article stresses the extreme level of thinking that discussion of text emanates. Critical comparisons between an authors view and the students, evaluative decisions based on the actions of a character or plot line, and synthesizing information to come up with explanations or theories can all be achieved through text driven communication. These key concepts when shared really impact comprehension of material and inspire students to take a proactive role in their reading and in their opinions. Many of what students base their choice on for reading has a lot to do with peer motivation. Classroom discussions stemming from reading can open the door to several new titles that students will want to check out for the pure pleasure of their ability to stir up opinions. The communication component in self selection allows for teachers to collaboratively work with students on aspects of choice and comprehension. Students can work in book clubs in which every student is reading a different book, but all of the books have an underlying theme. This then opens the door for students to discuss and work together on comprehending themes and how they are woven into the story line. Choice and self selection once instilled into the classroom and part of the learning environment really lends itself to creative and proactive possibilities in student learning.

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Childrens Literature, Briefly The Tunnell and Jacobs text provides a chapter by chapter breakdown on the importance of reading in the classroom. Chapter 17 focuses on the element of motivation and how choice can be taught and should be a primary focus when implementing a self selection reading program. The authors suggest that the teacher really needs to make a big impact with the student when self selection is in its primary stages. They stress that teachers need to look for signs that students are having difficulty in making a selection and the teacher needs to become available to help when the student is looking, but cannot come up with anything. Perhaps the most common way to help a child find an interesting book is to identify what the child is interested in and then locate books on that subject(Tunnell & Jacobs, 2007, p. 210). In helping a student choose an initial book teachers are really leaving a major impact on the idea of self selection. From that moment students are then intrigued and/or curious about the new book which leads to engagement in reading. While engaged the teacher can work with the student along the way to ensure that comprehension of the text is occurring- this can be done through journal entries, book conferences, discussions, or reading activities. It is the initial element of choice that is so pinnacle to this process. Teachers must make sure that they are watching and observing students closely to make sure that students are selecting the books that are of interest to them and appropriate to their given reading level. If students are struggling in these initial first steps, then it is the educators job to intervene and guide the student to a choice that will lead to reading progression. Boys and The Blackstuff In her 2002 article Millard focused on other avenues to reach young learners through choice. Her theory included thinking outside of the page by means of magazines, newspapers,

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online sources, etc. Millard wants young readers to understand the importance of reading and that personal choice expands beyond just choice, but an overall appreciation of literature. Once this appreciation exists shared learning can occur and a comprehension of learning can be observed. Americans Close the Book on Recreational Reading Toppos (2007) article focuses on the distractions that deter students and later adults from reading continuously. He reports that in a study conducted by the National Endowment for The Arts, Americans are reading less and less for enjoyment purposes. Only 38% of adults in 2006 said they had spent time reading a book for pleasure the previous day (As cited in NEA, 2006). This is where the problem becomes reality. Students at a young age must be exposed to reading and must be exposed to elements of choice in order to develop a lifestyle that involves reading and continuous learning. 65% of college freshmen in 2005 said they read little or nothing for pleasure (As cited in NEA, 2006). College freshmen for the most part have been out of high school for a year, and have already abandoned (or in some cases never been introduced) to choice in reading. By incorporating reading through self selection it is enabling students to discover options and interests in terms of reading. Thus, those interests could lead to other appreciations within literature. Primary and secondary levels are the ideal times to introduce students to these components of reading, where they can become a routine part to the rest of their lives. Before exploring the various articles, abstracts, studies, and research pieces choice and self selection were intertwined, but now they are bonded by so many elements that impact reading. Motivation and engagement must be fundamental elements usually pushed by teachers

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early on in the process. Without these two elements students will not be intrigued or curious about reading, and then it is no different than teacher driven reading. Key elements like communication and the utilization of helpful tools like libraries will help bring out the true potential of choice in reading. Recommendations and discussions help keep the elements of choice alive and circulating. In order to keep the reading culture ongoing classroom libraries, the teacher as a model and constant monitoring all must be in effect. Once these components are in place, choice and self selection can have an impact on reading- for student readers and forever readers. Methodology Research Design When the elements of choice and self selection were implemented in the classroom, students were submerged in a reading culture. Selecting ones own books and having time to read them, in school and at home, arent luxuries earned upon graduation, by virtue of surviving the curriculum. These are the wellsprings of student literacy, literary appreciation, and reading ability (Atwell, 2007, p. 112). Ensuring that those concepts did occur, a few structural changes were made to lesson delivery, planning, and teacher approach. The biggest change occurred in the format of the daily agenda. In which independent reading time was added for a time period of 15-20 minutes for at least three of the five school days. The reading time was opportunities for students to make selections from the classroom library, school library, read, conference with the teacher, or fill out their book reflection. This was a new experience for students, as they were not accustomed to have reading time that revolved around books they had selected independently. Like any change in the classroom students were resistant at first. The reading time was only successful after a few other initiatives were put in place (i.e. instructions on how to look for a book, a book pass, several book brags, and students have filled out their someday

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lists). The teacher had to be extremely organized- in that multi tiered learning was going on, and successful reading occurred when a culture is established; thus, the element of self selection thrived only when the environment is cohesive to do so. If at any time a student appeared un-engaged or did not comprehend the material that was a sign for the teacher to step in and help guide the student to better reading strategies. There were a few red flags that teachers observed: not bringing a book to class, unable to answer questions during a conference, not reading during reading time, had difficulty finishing a book, and struggled to find a book at the library or classroom library. The teacher helped by making suggestions of books that the student might like to read, gave the student an article based on a hobby or interest and then slowly eased in a book with a similar connection into their hand, or offered to read a book with the student. It was important to be extremely observant with student reading to ensure that all students were engaged or actively becoming engaged. When students found engagement then comprehension and learning occurred. Reading should allow for a progression from personal choice to shared appreciation of texts, and which will enable a development of critical skills alongside pleasure (Millard, 2002). Data Collection Plan In order to ensure that the data and results were collected in a timely and efficient manner certain components were collected at the end of each month, while other elements were looked at on a weekly basis. A calendar spanning from February 2011 to April 2011 can be viewed in Appendix A. This calendar has a day to day breakdown of how information was gathered and examined. During the initial week of implementation the initial survey was given to the students and the results were then logged onto note cards for later use in terms of themes and patterns. Week

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two allowed for networking to begin with the librarian, as she served as an influential tool in terms of utilizing the library and promoting choice in reading. A book pass was put into effect for week three, so some of the data from the survey along with ties to the library helped in gathering books for this activity. Someday lists were initiated in accordance to the book pass. The teacher also performed the first book brag to the class. The end of the week resulted in a trip to the library for students to discover choice on their own. The first three weeks also allowed for initial lessons on self selection, the benefits of reading, how to recommend books to others, and reading for comprehension strategies. Weeks four and five allowed for the classroom teacher to insert reading time into the class period. This permitted her to make observations on student behavior. These times, during class, also allowed for the teacher to conference with students and have students reflect on their growth. Comprehension of material will also be determined by connections students are able to draw from their reading to curriculum applications. The end of week four and five also provided several days of data from the librarian to measure checkouts and questions asked. The classroom teacher was able to measure classroom library checkouts, questions asked, and assess the conferences held with students. Week six and seven marked the time allotted for the first book of choice to be finished. This provided an excellent opportunity to discuss and conference with readers as to what motivated them to finish the book what they liked about it. It also allowed for intervention conferences to occur with students who were reluctant to finish or were un-interested by the book. Students that were uninterested would not have their books with them during class or had a difficult time focusing on the reading (could be observed looking around or doing other things instead of reading).

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Week eight and nine marked the next phase in choice- in which students had finished book one and were able to make selections on their next title for independent reading. Data was collected between the librarian and the classroom teacher if the students utilized the adult as a recommendation or found a selection based on their own ideals. A post survey was given to students and the data categorized new themes/patterns, not to mention any changes in comprehension or engagement from the initial survey. Week ten until the end of the data collection showed if the process of self selection and choice had an effect on student reading. Students were finishing up book number two and moving on to their third choice. Data from the librarian along with the classroom teacher were further analyzed in the final weeks. Sample Selection The implementation of self selection in reading was put in place during a regular freshmen English class. The class was composed of twenty seven students. Twelve of the students were males and fifteen were females. Two of the students had IEPs that required additional support in English. Six of the students were currently taking a reading class- a Tier II intervention for students that are not proficient in reading. In the months prior, these students were dependent on the teacher to provide them with reading materials, and only two students had been observed bringing an independent book with them to class. Instruments In determining the impact self selection had on student reading many key pieces of data were gathered. Initial reading survey

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This survey was composed of twenty five questions that spans from if the student had books at home to what type of books they liked to read (Appendix B). It was an essential piece to the action research process in that it provided a starting place for the teacher to analyze if the students were currently reading, liked to read, or valued choice. The results from the survey pin pointed the direction the teacher went in terms of pulling books for self selection, and approaching choice in reading. Book pass/ Someday lists Book passes were essential to the exposure of students to various titles and genres. Since self selection, in terms of reading, was new to the students they had to be guided by the teacher at first and then eventually the students were able to make their own selections through trips to the library or classroom library. The book pass was organized by the teacher, and a selection of 60-70 books were put in clusters at groupings of tables. Each student was given a someday list, which was essentially a wish list for them to write down titles and authors that were of interest to them that they would like to pursue at a later time. Each group of students had one minute at the table to make observations (i.e. cover, author, awards, back summary) of all the books at the table. Then they had two minutes to read through the pages of the books that caught their interest. They had one final minute to record any titles and authors on their someday lists that they would like to read. The teacher then told the group to rotate to the next table and they started the process again. By the time the book pass was complete students sifted through several titles and had a starting point to make their own decisions and assumptions for their self selection. Classroom/School library checkouts

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This data was gathered in number format and was used in a table that measures monthly the number of students that utilized the classroom and school library. This information was generated to give entire school numbers, but in this case only the numbers measured by the specific sample selection were observed. This provided feedback to if the students were consistently reading to the point where new books were needed and new self selections were made. The classroom checkout numbers were gathered weekly at the end of the week. The library checkouts were gathered at the end of every month- with the exception of April that was collected mid month due to the culmination of the project. An increase in numbers showed that students are engaged and interested in their own self selections. A decrease in numbers showed that students are disengaged or have not paced themselves to finish the book. A decrease in numbers or numbers that stayed the same will be a sign that an intervention was needed in order to re-engage students and propel student reading. Reading reflection The reading reflection was more or less a contract. The student should have filled out some initial goals that they hoped to come out of their reading experience. The teacher used those goals as a driving force to push the student towards success in reading through choice. After every book was finished students filled out the reflection, which asked them to look back on what they learned as a reader and how they felt they have grown. The teacher used this reflection piece as a method to measure where students felt they are with their reading and how they personally gauge themselves in terms of what was next. Reading conference Communication with students was a key method in understanding if they comprehended essential material. Each conference with the student took place during class and was one on one.

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The teacher used a guided question that is related to the curriculum and the student related their answer to what they have learned about that concept from their self selected book. This allowed for the teacher to ensure that the student has understood freshmen level material along with a quick check to ensure that students were on pace with their reading. The teacher looked for signs of students that had difficulty explaining and making connections to the reading. If such signals were witnessed then an intervention in order to get the student back on track occurred. Discussions Discussions helped students become engaged and involved. They were guided by an umbrella question provided by the teacher and structured as a class discussion or in small groups. The teacher continued to bridge the discussion by asking students that shared answers like the title and author of their book, thus students were exposed to other selections their classmates had made. Students generally make observations based on what their peers were reading so that does act as an important piece for advertising choice. A study conducted by Rosemary Hopper (2005) measured what specific variables intrigue students in choice, Word of mouth recommendation by peers was also very influential. Several school students in the same class reported reading the same book, recommended by friends. Creating opportunities for adolescents to recommend books to each other within school may be a useful way forward (p. 117). Not only does it give students ideas for titles, but it also opens up the door to different genres. If discussions are done correctly not only are students engaged and excited to share, but the reading can become contagious and continuous. Book Brags Book brags were done on a weekly basis and the teacher would verbally sell the book to the students. This was no easy feat, in that the teacher had to leave a cliff hanger ending so that the students wanted to pick up the book that minute. When done correctly, students

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requested and added that title to their someday lists, and thus their reading interest grew. The desire for the book showed interest and engagement in choice, which was a result teachers will want when implementing self selection into the classroom. Post Survey This survey was given to students when the choice initiative had been in place for several weeks. The survey was a mix of circle answers and few short response questions as seen in Appendix C. It gauged on the attitudes towards reading, had they changed have changing, and if selection was an ideal that students felt responsible for. The survey also measured if there had been any growth in the genres of books read by students. The post survey was ten questions in length. Results Findings Initial Reading Survey As a starting place, to determine how choice and self selection will be incorporated into student lives, an initial reading survey was given to each student during period 1/2 freshmen English. The survey was twenty-five questions in length comprised of circle answer and a few short response questions. The nature of the questions spanned from attitudes toward reading to the types of books students enjoy. Students were given class time to answer the survey. The initial reading survey asked students their thoughts on the library and if they utilize the library as a resource to find books of choice. The breakdown of results to that survey question can be seen in figure 1. 41% of students reported that they strongly disagreed with the statement. Nearly of students surveyed disagreed with the statement that they never check out books from the library. This left 29% of students is some sort of agreement that they do not utilize the library.

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Figure 1

In order to implement the element of choice in the classroom a few mental roadblocks must first be addressed. Another question during the initial reading survey asked students if they in fact love reading. The percentage breakdown of answers from students can be observed in figure 2. 54% of students reported that they disagreed with the statement, while 46% of students reported that they agreed with the statement provided in the survey question. Figure 2

Period1/2 student responseto Initial S urveyquestion: "I loveto read" Strongly

Strongly Agree 8% Agree 38% Disagree 24% Disagree 30%

When preparing to implement elements of choice like book brags and book passes, the educator must know what types of genres are of interest to students. In the initial survey students were asked to provide the genre or type of book that is most appealing or interesting to them.

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41% of students replied I dont know as seen in figure 3. The remaining 59% of students were able to fit themselves into one of five categories. Figure 3

Classroom and School Library Activity In order to measure if students are incorporating choice and selection into their reading both a classroom library and a school library will be utilized. Both resources will measure the number of students utilizing each resource as a method to further develop choice and personal selection into the reading process. The school librarian tallied numbers from period 1/2 freshmen English for a three month time period. She included January in the results as a piece of comparable evidence. January, February, and March were measured and the results for book checkouts in the school library were included. As viewed in figure 5 all three months had checkouts from the school library: January reported two checkouts, February had thirteen, and March had twelve.

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Figure 5

Period1 Monthly B /2 ook Check from out S chool L ibrary

15 10 5 0 January Library Checkouts FebruaryLibrary Checkouts March Library Checkouts

The classroom library was measured in terms of its resourcefulness in relation to choice when it comes to reading. Students utilizing the classroom library checked out books from the classroom and then returned them to the classroom upon finishing them. This data is helpful in determining how students select their reading materials and from what resources they are dependent on. Figure 4 displayed the breakdown of numbers over a three month time span: January, February, and March. The month of January had one classroom library checkout, February had eight, and the month of March had eleven. Figure 4

Period1/2 ClassroomL ibraryCheck out

12 10 8 6 4 2 0 January Classroom Checkouts FebruaryClassroom Checkouts March Classroom Checkouts March Books

January Books

FebruaryBooks

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Student Preparedness In order to incorporate reading as a part of becoming a lifelong learner, students must be actively reading and coming to class prepared. Students were given class time to read on select days in attempts at succeeding in implementing the reading process. The time allotted in class can be used to conference with a teacher, read, or work on their independent book reflection piece. Students were greeted by a reminder note on the door to have their independent reading book with them. At the start of class for twenty minutes students would read their personal choice books. The classroom teacher would record students that came prepared with their books and all results were tallied and a class average reached. Twenty school days were allotted for independent reading time during the first twenty minutes of class. Table 1 shows the data from students who brought their books with them to read during the days measured. Ten students brought their books 100% of the time. Overall twenty seven students came to class prepared with their books 87% of the time. Table 1: Book Preparedness- Number and percentage of students during period 1/2 that brought their independent read books to class
Student Name A B C D E F G H I J K L M N O P Q # times book brought 20 16 6 19 15 14 20 17 8 20 20 16 20 19 18 20 20 Percent of preparedness 100% 80% 30% 95% 75% 70% 100% 85% 40% 100% 100% 80% 100% 95% 90% 100% 100%

30 R S T U V W X Y Z AA Average 15 20 20 16 18 19 19 17 20 19 17.4%/20 75% 100% 100% 80% 90% 95% 95% 85% 100% 95% 87%/100

Recommendations/Questions Students were encouraged to ask questions or recommendations from the librarian or the classroom teacher as a resource to help them in their personal choices. Both the librarian and the classroom teacher recorded which students and how often those students utilized this resource as a method to help them find suitable selections.
Figure 6Period 1/2 Book Recommendations
Both classroom teacher and librarian Neither classroom teacher or librarian Classroom teacher 4% 18% 52% 26% Librarian

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The pie chart in figure 6 represents the percentage of recommendations of students utilizing the librarian, classroom teacher, both or neither. 26% of students did not rely on either the teacher or the librarian for recommendations, 52% of students utilized both as a resource, 18% only went to the classroom teacher, and 4% of students only used the librarian. Table 2 is the juxtaposition of numbers between recommendations of the classroom teacher and recommendations of the librarian. The classroom teacher was asked 25 times for recommendations, while the librarian was asked 22 times. The highest amount of times a student asked for a recommendation was three, and the fewest number of times was zero. Seven students asked for no recommendations from either the librarian or the teacher. Table 2: Recommendation Chart- number of questions or recommendations asked by each student to the librarian and classroom teacher.
Student Name JeQuil Katie Paris Alyssa Tyler Jackee Leanna Casey George Brant Kevin Tim John Lizette Deven Tori Emily Recommendati on from Librarian (# times) 1 0 0 3 0 1 1 0 0 2 1 0 0 0 0 0 2 Student Name Recommendation from classroom teacher (# times) 2 0 0 2 1 1 2 0 0 1 1 1 0 1 1 0 1

JeQuil Katie Paris Alyssa Tyler Jackee Leanna Casey George Brant Kevin Tim John Lizette Deven Tori Emily

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Lilanee Jessica Kalie Sabrina Michael Blake Niko Imani Mark Minna Total 1 2 1 1 0 0 1 1 2 2 22 Lilanee Jessica Kalie Sabrina Michael Blake Niko Imani Mark Minna Total 0 2 1 2 1 0 1 1 2 1 25

Post Reading Survey Students were given class time to complete a post reading survey consisting of ten questions. Nine of the questions were circle answer and the tenth question asked for a written response. This survey focused on the tools used spanning from graphic organizers to lesson material and the impact those had on self selection and choice in reading. Book brags (the classroom teacher shares an exciting story line for a new book), book passes (method for students to view several titles and prepare a wish list of sorts), someday lists (graphic organizer that acts as a to-do list for reading), discussions, and reflections have been incorporated into the reading initiative and students provided their feedback on each tool. To balance the initial reading survey question of the students interest in reading a followup questions was asked on their like of reading. Figure 7 shows a comparable view of the prereading survey response to the post reading survey response. All four areas: strongly agree, agree, disagree, and strongly disagree had shifting of numbers. Figure 7

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A similar follow-up question was asked in the post reading survey about the types of books that were preferable to students. A similar question was asked during the initial reading survey as well. A pie graph in figure 8 shows the breakdown of genres or types that were preferable to students. Four percent of students reported that they did not know what type of book they preferred to read. The remaining 96% of students categorized their favorite read into one of seven categories. Figure 8

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A big portion of the post reading survey was dedicated to the reading tools that were utilized to propel choice and self selection: book brags, book passes, and someday lists. All three of these components had a part in the action research, but the students revealed the level of success each component had. Figure 9 highlights the effectiveness of book brags in which 19% of students thought they were not helpful, while 81% of students thought they were effective. Figure 10 shows the effectiveness of a book pass done in the classroom. Four percent of students felt that the book passes were not helpful, while 96% of students thought they were helpful. The last tool measured was the structure and use of someday lists. Figure 11 shows the breakdown of student responses in terms of effectiveness of someday lists. 41% of students felt that someday lists were not effective, while 59% of students thought they were effective. Figure 9

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Period1/2 effectivenessof classroom bookbrag s

Strongly agree Agree 4% 15% 48% 33% Disagree Strongly disagree

Figure 10

Period1/2 effectivenessof classroom bookpass Strongly

Disagree 4% disagree 0% Agree 26% Strongly agree 70%

Figure 11

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Period1/2 effectivenessof som eday lists

Strongly agree Agree 4% 15% 37% 44% Disagree Strongly disagree

Discussion One of the foundation components of this research is determining if students have a preexisting knowledge of reading in terms of choice and self selection. 41% of students in period 1/2 (figure 3) did not know what type of book they enjoy reading or like to read. As readers they do not know what elements to look for in a book. As a result 54% of students do not enjoy reading; among that 54%, 24% strongly dislike reading. The learning must begin there. Students must be taught how to pick a book that is right for them. Students do not know what to look for in terms of self selection. By introducing elements of choice students will gain an investment in their own reading and the percent will decrease. Educators must teach students what to look for, find out their interests, and guide them in the right direction. In Hoppers 2005 study on self selection she found, that teachers detailed knowledge of recent available fiction can indeed be important, in order to link interest to similar authors or books of similar genre to those enjoyed (p. 117).

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In an attempt to introduce choice to high school students book selections must be made available. Are students utilizing the school library as a resource for self selection? Two libraries were made available to students: school and classroom. Initially 29% of students agreed that they do not utilize the school library as a resource. In the month of January two students from period 1/2 visited the school library and checked out a book for their own reading enjoyment. Looking into that percent of students who do not utilize the library familiarity could be an issue. Not understanding or knowing where books are located could deter students from using it. Unfamiliarity with the school librarian could pose a road block for students to ask questions or recommendations. Another big contributor to a high percentage of students not utilizing the library could be previous lost books or fines that prevent a student from using the library. Thus, if they are not allowed to check out books then they are out of options. After the implementation of self selection, traffic to the library spiked for the month of February. As can be seen in figure 5 each month has steadily increased- with the exception of the initial reaction between January and February. The high interest in February and March could be a mix of classroom visits to the library, a better understanding of where books are located, and an improved relationship with the librarian as a resource. Now that a flow of traffic to the library is increasing how are students choosing books? Do they know what to look for? Students completed several lessons on how to find appropriate books. In whole class discussions students responded that the front covers or picture on the cover has a great deal of value to them. They also look for awards or interesting titles as a sign that the book might be interesting. Many students responded that a recognizable author is something that they look for in their next read. The most common reason given for choice of book was prior knowledge of an author, or enjoyment of a particular authors style (Hopper,

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2005, p. 117). Most students mentioned that the back summary is their main method in determining if a book is of interest to them. A few students mentioned the vocabulary of the book and suggested reading the first few pages to determine if the word choice is appropriate for them. Students have started making selections for independent reading- are they continuously reading books that they have self selected? Through teacher conferences and student reflections it can be determined that students are continuously reading. When students are falling behind in pace and cannot keep up with the discussions and reflections the teacher must intervene and work on strategies to keep students progressively reading. One successful form of intervention has been an individualized plan. Students that fall behind are given a calendar and together with the teacher come up with an acceptable reading schedule in which the student reads some at home, some on their own during class, and some together with the teacher. This plan puts a bit more structure into students who need that constant reassurance in an area of study that is so independent. Students might know what interests them, but all do not. Are students asking questions to help them in their selection process? Figure 6 highlights the areas students utilized as a resource for recommendations. 26% of students used neither the teacher nor librarian for recommendations. This could be a growing independence of students who rely only on their own skills for self selection. This percentage could also reflect the amount of students that rely on peers for a book recommendation. Many of the activities and discussions done in class allowed for students to share with others, summaries, character insight, titles and authors. This provides an endless amount of resources for peer recommendations. Students still showed a bit more comfort in asking recommendations from the classroom teacher than the librarian. This

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could be due to the fact that the classroom teacher has been the primary source of resource since August. When they have made their selections are they engaged readers- reading during reading time and coming to class prepared and ready to read? Approximately 17 out of 20 days, books were brought to class. Thus students are ready to read and know the expectation to come prepared to read during class. Students that do not want to read or are having difficulty finding a book of interest have trouble bringing their book(s) with them to class. 87% of the class was reading during the reading time allotted. The classroom teacher noted the behavior to be extremely diligent in ready to learn: having the book on the desk, reading on their own when they come in, focused on the reading material, asking the classroom teacher what a word meant or phrase meant for better understanding, not looking around or working on other tasks, when finished early the student(s) will read, general conversation and informal discussing of books between peers. Some of the tools used to help students with choice in reading were used throughout the course of the implementation of the program. What is the effectiveness of a book pass that is done in class? What is the effectiveness of a book brag that is done weekly in class? Overall the tools utilized were extremely effective. 79% of students found the weekly book brags helpful. Students are constantly requesting the books from the weekly book brags to read as their current or next independent reading books. 96% of students found the book pass done in class as helpful. It allows students to find a variety of titles in a short amount of time. Students are able to put their book finding skills to the test: title, summary, cover, etc. The kids are able to discuss the titles with their peers after they have looked at them, and have similarities with books of similar interest. This type of activity also allows students to observe a variety of genres that they

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normally would not pick out or know existed. Many of the boys did not think that a graphic novel would be acceptable to read during class, but many of the graphic novels offer complex story lines that involve analyzing images and plot discovery. 59% of students found that the someday lists were helpful. Students that are more organizational found them helpful as a check list to locate their next independent reading book- especially when they are in the library and the amount of resources has expanded dramatically. Students that did not utilize them could have relied heavily on asking questions of teachers and peers for new titles. Some also felt that the someday lists were a hassle in that they would forget to write down a title or forget to bring it with to the library. Overall the tools helped in ensure that choice in reading has a place. The level of reading appreciation increased with the addition of choice in the classroom. When surveyed a second time only 4% of students did not know which type of book they preferred. This was a big drop from an initial 41%. Exposure to various types of books and strategies to show students how to pick the books that are of interest to them, helps to provide students with titles and authors that they found enjoyable. When initially surveyed seven students answered that they liked reading and the post survey revealed that now 19 students enjoy reading. This can be due in part that they have been submerged in options to pick and choose what they want to read, and when they have found something that is of interest they appear to enjoy it even more. Limitations of Study Timing of the action research project was a bit skewed as consecutive months could not be analyzed. March was the only complete month that was observed. February was when the program was implemented and took a few weeks to set up. One also wonders about the timing

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of the reading program. An end of the year initiative versus the beginning of the school year initiative comes into play. If students start off the year with the reading initiative would it have a bigger impact as opposed to starting in late in the third quarter? Student intervention also served as a challenge to this study. There were two sometimes three students that required some type of intervention. These were students that refused to read books cover to cover. When prompted they would get a book from the shelf to read during reading time, but they did not finish a book front to back. Providing these students an option to read magazines of topics that they selected created an unwanted chain reaction of other students wanting to read magazines as well. This raises the question does the reading of magazines allow for an escape from reading books or is the concept of self selection still in place? Student attendance on given days could also affect the data. The selection group was period 1/2, which is the first class of the day. Students that are not on time to class or miss class also missed library trips, thus effecting data for book checkouts. They also missed lessons on how to select a book, which left a negative chain reaction on the entire outlook of the project. Then the student does not know what to look for, cannot find a book, and is reluctant to find a book of interest. While the library did serve as an excellent resource for some, the library fines that come with not returning a book are a tricky variable. While it does teach students responsibility and gives them a time limit in which to read- it could be problematic to some students. Excessive fines from previous years or lost books could deter students from checking out new material. Students cannot check out new books unless they pay the money owed. Usually it is the students that have the most difficulty finding a book to read, and then they are faced with a road block.

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Students find books but then cannot read them. Hence they are restricted to checking out books from the classroom only. Even though it is not the book they picked, thus going against everything taught to them about choice. It puts a stamp on the library as a resource for self selection for some students. Significance/ Implications/ Applications of the study Teachers are no longer the roadblock. The reputation for the educator being the one making the student read books they are not interested in eliminates tension between teacher and student. Teachers can slide into a new role- the beacon. Teachers can become the knowledge base to show students how to find the right book for them. In order for choice to be successful teachers must become well versed on popular titles and authors to provide recommendations to students, should they be asked. Teachers must take advantage of gaining this knowledge and take on every question as an opportunity. One method to ensure success is networking. Teachers can create essential rapports with local and school librarians. They can continue to work together to promote reading and the continuation of reading. Creating fluency can be done with the use of the self selected books. Students already have a trust and investment in the book; while that is in place educators can add other elements to aide in learning. Using reading to incorporate other lessons for success within the curriculum allows for endless possibilities. Students can look at sentence structure and grammar and mechanics for an all around lesson delivery. Throughout all of this the kids have a variable they are always comfortable with and that is their independent reading book. Teachers can observe a student's growth in the classroom in many ways. Promoting discussions and reflections are a vital part of the success of a lifetime learner. Teachers are able

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to pick various topics and let student participate based on what they have read. Students are able to look back and see how they have grown or changed as a reader. This allows for an excellent opportunity to make realistic goals about becoming a lifetime reader. Choice often leads to other choices. Selection in reading can transpire to choice in other elements of the curriculum, and in other classes as well. Students can begin to develop freedom in their writing. Continued development can be seen in topic selection and direction of the overall writing piece. Connections to comprehension can be very similar to that in the reading unit. Students can identify the plot line in their books, and then work on the same fundamentals in their writing. Likewise, student can begin to develop the use of freedom in their speaking. Continued development can be seen in topic selection and how they put together their vocalized thoughts. Connections to comprehension can be very similar to that in writing and reading. Students can identify the ideals and then piece together their thoughts through their speech. Integrating reading into the classroom allows for improved instruction. Book clubs or literature circles are a possible step to include after self-selection has been introduced. Tiered instruction can be possible once a reading environment is established. Re-teaching of concepts to select students that are having difficulty understanding can be done while students are independently reading. Conferencing with students while the remainder of the class is reading allows for the teacher to have one on one time with the student reader to determine if essential connections are being made. Further Research It is clear that the generation of today is all about choice and self discovery. They are also extremely technologically driven. Much of their free time is spent on the internet and on

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social networking sites. Will students spare the time to read at home once self selection is implemented in the classroom? With the growing electronic age on the rise what is the value of e-books in terms of self selection. Could this be the future of choice in reading? Would students that are hesitant readers be more apt to read if technology is involved? Action Plan Actions in Progress The freshmen students involved in this action plan have had a firsthand account of the implementations made utilizing choice and self selection with reading in the classroom. This research plan was an essential step in helping students become lifelong readers. In the months prior to the implementation of the action research project students were reading books or articles selected by the teacher, and students were not reading on a regular basis. The class could not recall/comprehend information as they appeared unengaged (i.e. head down, not following along, unprepared with supplies, etc.). Class discussions centered on reading were limited to one or two students with minimal comments. With a generation consumed by social networks and an economy that is extremely selective to hire, students must find the value in continuing academic success and lifelong learning. Implementing choice and self selection in reading opens doors to other vital choices in education and forever learning. According to a study conducted in 2006, 38% of adults that were surveyed stated that they had read a book for enjoyment that day or the day prior (Toppo, 2007). Reading has been consistently put on the back burner due to the growing popularity of technology and electronics. In order to maintain the importance of reading in later years, students must understand the value in reading and how to select books to ensure a life with reading in it.

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In an attempt to develop choice the implementation of self selection was instilled in the lesson delivery, daily activities, and resource tools in a freshmen English class. The students discussed and learned how to select a book of interest. Book passes were implemented as a method for selection, in which students viewed 60+ titles in a forty minute time span. Those titles were compiled on a someday list, which acted as a to-do list for readers. Students were also re-introduced to the library as a tool to find books of interest. Genres, categories, and authors were helpful topics used in lessons to ensure that students were efficiently using the library as a resource. Once students found books of their choice, reading time of fifteen to twenty minutes was allowed during the start of each class period three days per week. During that time students could read their books or conference with the teacher about what they had read previously. Areas of comprehension were tested based on their recall of information and connection to a bigger picture: plot, characters, summary, character growth, hero vs. villain, etc. Post Study Actions Students are still given the same allotment of time during class to read. Class discussions about their independent reading books are extremely beneficial as more students participate in sharing information about their reading. Time will continue to be given for students to read during class, and share their comments about their reading. The students continue to make recommendations to their peers and decide for themselves if a book is right for them. They have learned that it is okay to ditch a book if it does not meet their needs, and understand the importance of finding a good book that is enjoyable. The students continue to write recommendations on their oversized list that hangs in the classroom. There is a personal pride in sharing and adding a book to that list, and a curiosity for others to check out the titles. The

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school librarian has more of an involvement in the initial process, and has witnessed helping students in the beginning of the process and now notices students selecting for themselves. Action Plan for the Future The element of choice and self selection in terms of reading will continue in the classroom throughout the course of the year. School District U-46 is trying to start a summer reading program- to keep students reading during the months out of school. Students introduced to choice will have an easier transition into this summer program if it is implemented. For the final term of the school year all three sections of freshmen English will be introduced to choice and self selection in reading. The beginning of the school year will start with a reading initiative that will jump start reading in the classroom. The school library will serve as a great resource to point students in the right direction in terms of choice. Next year, with the start of the choice in reading initiative sooner in the year, it allows for other components to be implemented: a readers journal and eventually with the journal- choice in writing. State testing done in October and December will allow evidence as to if reading levels in students have increased due to the increase in reading in the classroom. Distribution of Study The English Department will be given a written copy of the study and its findings, and a presentation of the implementation of choice in the classroom will be given at the department meeting in May. A similar presentation will also be given during the summer curriculum revision for freshmen English in July. Sample resources and model lessons will be re-enacted for both presentations as a method for teachers and other educators to see the impact that choice can have on student readers. Conclusions

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The education of today is no longer teacher driven; students are in control of their own destiny. In order to prepare students for a life of choice; it must start with their own academic success. Measuring the tools and strategies to get students to be lifelong learners can have a major impact on their achievements as they continue to change. It is with this growing change that they can understand and accept that choice is a part of them and can continue to grow with them. Elements of choice and self selection were implemented to a curriculum that prior was completely teacher driven. The students were given tools to help them encompass choice and self selection in reading. Heading into the initiative many students did not value reading. Students were receptive of the new components with books in the classroom and found them hard to ignore. Students were able to find their own books of interest, ask recommendations of adults or peers, draw connections from their reading to the freshmen curriculum, discuss thoughts and ideas in a conversation format, and reflect on their growth as a reader in order to set goals. In order to develop students into lifelong readers and lifelong learners they must appreciate reading in the now. Students need to know what is available to them and what else is out there- in order to make decisions that help put their best foot forward. Teachers can provide the foundation for young readers. Implementing choice, self selection, and self discovery in the classroom it is allowing students to invest in their own academic success. Teachers can still act as the beacon for students who are discovering their way at sea, but to guide them in the right direction so that they are making the best choices that will benefit them on their voyage as a forever learner.

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References Atwell, N. (2007). The reading zone. New York: Scholastic. Biancarosa, G. and Snow, C.E. (2004). Reading next- a vision for action and research in middle and high school literacy: a report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education. Fielding, L. G. and Pearson, P.D. (1994). Reading Comprehension: What Works. Educational Leadership, 51, 5: 62-68. Gambrell, L.B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher, 50, 14-25.
Hopper, R. (2005). What Are Teenagers Reading? Adolescent Fiction Reading Habits and Reading Choices. Literacy, 39(3), 113-120. Retrieved from EBSCOhost.

Krashen, S. and Ramos, F. (1998). The impact of one trip to the public library: Making books available may be the best incentive for reading. The Reading Teacher, 51, 614-15. Millard, E. (2002). Boys and the Blackstuff in NATE Newsletter, 16, January. Toppo, G. (2007). Americans close the book on recreational reading. USA Today. Retrieved from http://www.usatoday.com/news/education/2007-11-18-reading-decline_N.htm Tunnell, M.O, & Jacobs, J.S (2007). Children's literature, briefly (4th edition). Upper Saddle River: Prentice Hall.

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Appendices

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Appendix A: Calendar of Data Collection February 2011

Sun Week 1 Mon 31 Gather books for classroom library all week Tue 1 Initial reading survey given Wed 2 Thu 3 Fri 4 Put results of survey onto note cards Sat 5 Look over results

6 Week 2

7 Start putting survey results into data chart

8 Meeting with librarian *Get Jan. check out numbers *Set up plan with her

9 Gather books for classroom library all week Initial book brag: Sold by Patricia McCormick

10 Question sheet to librarian and explain what is to be recorded

11 Get 60-70 books from library for book pass

12

13 Week 3

14 Lesson on how we know we LOVE books

15 Book pass in class and someday lists

16 Book brag: A Long Way Gone by Ishmael Beah

17 Trip to the library

18 Students have a free read book of their choice in class

19

20 Week 4

21 No school

22 Implement reading in class 15-20 min

23 Class discussionscharacters what info is given about them initially- why?

24 Book brag: 13 Reasons Why by Jay Asher *Initial book conferences- how is it going?

25 No School Teacher measures classroom data *Class library checkout, student conference and class discussion

26

27 Week 5

28 *Get results from librarian -Feb. checkouts -Students asking questions

March 2011
Sun Mon Tue Wed Thu Fri Sat

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Week 6 1 Reading in class Book brag: Tricks by Ellen Hopkins 2 Group discussions: how are problems established in the book 3 Reading in class Conference: do the problems intrigue you? 4 Reading in class Conference Reflection *Book 1 should be finished 5 Teacher looks over weekly results log data

6 Week 7

7 Trip to the library

8 Reading in class

9 Group discussions: how did your last book end? Did you enjoy it

10 Reading in class Conference: why did you pick your last book? What made you pick your current choice?

11 Reading in class Conference Reflection Book Brag: Raiders Night by Robert Lipstye

12 Teacher looks over weekly results log data

13 Week 8

14 Book pass #2 Class discussionWhat draws you in? Add to someday lists

15 Quick write- create a character for your book. Class discussionwhy would this char. fit in?

16 Reading in class Conference: what patterns do you notice in your book? How do you recognize them? What do they mean?

17 Reading in class conference reflections Book brag: The Boy In the Striped Pajamas by John Boyne

18 Reading in class Conference reflection *Book 2 should be finished

19 Teacher looks over weekly results log data

20 Week 9

21 Trip to library add to someday lists

22 Class discussion: what genre do you enjoy the most- why is that?

23 Reading in class Conference: what is the character struggling with- how do you know this? What does that say about them?

24 Reading in class conference reflections

25 Reading in class Conference reflections Book brag: Hard Hit by Ann Turner

26 Teacher looks over weekly results log data

27 Week 10

28 Class share book brags- what are you reading that is great!

29 Update someday lists cross off and add to

30 Reading in class conference: as a reader what have you learned from this book- how do you know that

31 Reading in class Conference Reflections Find a book to read over spring break-

April 2011

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Sun Week 10 cont.

Mon

Tue

Wed

Thu

Fri 1 See librarian for results for March Book 3 should be finished

Sat 2 Teacher looks over monthly results and logs data

3 Week 11

4 Spring Break

8 Spring Break

10 Week 12

11 Reading time in class

12 Class discussion how does your character grow or change? For the better or worse? Why is this important?

13 Reading time in class Conferences: what does choice do for your reading? Reflection

14 Reading time in class conferences and reflection

15 Make best book wish list to hang in hallway *get final data pieces from librarian

16 Teacher looks over all data and logs any remaining pieces

17 Final Draft Due!!

Appendix B: Initial Reading Survey Initial Reading Survey Circle the answer that best describes the way you feel about the statement.

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1. I feel that I have better things to do than read. Strongly Disagree Disagree Agree Strongly Agree

2. I hardly ever buy a book. Strongly Disagree Disagree Agree Strongly Agree

3. I am willing to tell people how I feel about reading. Strongly Disagree Disagree Agree Strongly Agree

4. I have a lot of books in my room at home. Strongly Disagree Disagree Agree Strongly Agree

5. I like to read a book whenever I have free time. Strongly Disagree Disagree Agree Strongly Agree

6. I get really excited about books that I have read. Strongly Disagree 7. I love to read. Strongly Disagree Disagree Agree Strongly Agree Disagree Agree Strongly Agree

8. I like to read books by well-known authors. Strongly Disagree Disagree Agree Strongly Agree

9. I never check out books from the library. Strongly Disagree Disagree Agree Strongly Agree

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10. I like to stay at home and read. Strongly Disagree Disagree Agree Strongly Agree

11. I only read when I have to. Strongly Disagree Disagree Agree Strongly Agree

12. I like to share books with my friends. Strongly Disagree Disagree Agree Strongly Agree

13. I would rather someone just tell me information so that I wont have to read it to get it. Strongly Disagree Disagree Agree Strongly Agree

14. It takes me a long time to read a book. Strongly Disagree Disagree Agree Strongly Agree

15. I like it when I get a book as a gift. Strongly Disagree 16. If you had to guess How many books would you say you owned? How many books would you say there are in your house? 17. Why do people read? 18. What does someone have to do in order to be a good reader? Disagree Agree Strongly Agree

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19. What kinds of books do you like to read? 20. Have you ever re-read a book? If so, can you name it/them here?

21. Who are your favorite authors? 22. Do you like to have your teacher read to you? 23. On a reading scale from hate to love? How do you feel about reading now? Circle the number that applies to you! 1 Yuck! 2 3 OK 4 5 6 Love

24. People use the word boring a lot when they talk about reading. When is reading boring? 25. Overall, what would you like me to know about YOU as a reader and as a student? Appendix C: Post Reading Survey Post Reading Survey: Read each question and circle the response that represents how you feel. Question 10 please provide a written answer. 1. I am confident in picking out books I like to read Strongly agree agree disagree strongly disagree

2. I found book brags done in class helpful Strongly agree agree disagree strongly disagree

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3. I liked hearing classmates talk about their books Strongly agree agree disagree strongly disagree

4. I felt comfortable talking about my book to the teacher or others Strongly agree agree disagree strongly disagree

5. As a reader I feel I have improved this quarter Strongly agree agree disagree strongly disagree

6. I found the book pass done in class helpful Strongly agree agree disagree strongly disagree

7. I use my someday list to organize future books I plan to read Strongly agree agree disagree strongly disagree

8. I like to pick out my own books to read Strongly agree 9. I like to read Strongly agree agree disagree strongly disagree agree disagree strongly disagree

10. What type of book do you find the most enjoyable?

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Appendix D: Post Reading Survey Results Post Reading Survey: Read each question and circle the response that represents how you feel. Question 10 please provide a written answer. RESULTS 1. I am confident in picking out books I like to read Strongly agree (11) disagree (1) 2. I found book brags done in class helpful Strongly agree (9) disagree (1) 3. I liked hearing classmates talk about their books Strongly agree (6) disagree (3) 4. I felt comfortable talking about my book to the teacher or others Strongly agree (15) disagree (0) 5. As a reader I feel I have improved this quarter Strongly agree (12) disagree (0) agree (10) disagree (5) strongly agree (10) disagree (2) strongly agree (10) disagree (8) strongly agree (13) disagree (4) strongly agree (14) disagree (1) strongly

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6. I found the book pass done in class helpful Strongly agree (19) disagree (0) 7. I use my someday list to organize future books I plan to read Strongly agree (4) disagree (1) 8. I like to pick out my own books to read Strongly agree (17) disagree (0) 9. I like to read Strongly agree (11) disagree (1) 10. What type of book do you find the most enjoyable? agree (9) disagree (6) strongly agree (8) disagree (2) strongly agree (12) disagree (10) strongly agree (7) disagree (1) strongly

- (5) comic book/graphic novel - (6) sports books - (4) action/suspense - (2) series books - (5) teenage drama

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- (3) mystery/thriller - (1) autobiography - (1) dont know Appendix E: Initial Reading Survey Results Initial Reading Survey Circle the answer that best describes the way you feel about the statement. 1. I feel that I have better things to do than read. Strongly Disagree (4) (7) 2. I hardly ever buy a book. Strongly Disagree (1) (9) 3. I am willing to tell people how I feel about reading. Strongly Disagree (6) (4) 4. I have a lot of books in my room at home. Strongly Disagree (8) (6) 5. I like to read a book whenever I have free time. Disagree (5) Agree (8) Strongly Agree Disagree (10) Agree (7) Strongly Agree Disagree (2) Agree (15) Strongly Agree Disagree (5) Agree (11) Strongly Agree

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Strongly Disagree (7) (2)

Disagree (12)

Agree (6)

Strongly Agree

6. I get really excited about books that I have read. Strongly Disagree (12) Disagree (13) (0) 7. I love to read. Strongly Disagree (9) (3) 8. I like to read books by well-known authors. Strongly Disagree (3) (6) 9. I never check out books from the library. Strongly Disagree (11) Disagree (8) (2) 10. I like to stay at home and read. Disagree (4) Agree (13) Strongly Agree Agree (6) Strongly Agree Disagree (4) Agree (14) Strongly Agree Disagree (11) Agree (4) Strongly Agree Agree (2) Strongly Agree

Strongly Disagree (5) (5) 11.

I only read when I have to. Disagree (5) Agree (15) Strongly Agree

Strongly Disagree (3)

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(4) 12. I like to share books with my friends. Disagree (10) Agree (5) Strongly Agree

Strongly Disagree (9) (3) 13.

I would rather someone just tell me information so that I wont

have to read it to get it. Strongly Disagree (3) (4) 14. It takes me a long time to read a book. Disagree (4) Agree (16) Strongly Agree Disagree (9) Agree (11) Strongly Agree

Strongly Disagree (3) (4) 15.

I like it when I get a book as a gift. Disagree (10) Agree (6) Strongly Agree

Strongly Disagree (9) (2) 16.

If you had to guess

How many books would you say you owned? (16- class average) How many books would you say there are in your house? (28- class average) 17. Why do people read?

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Teachers make them (11) They like to learn new things (6) 18. What does someone have to do in order to be a good reader?

Be a smart person (5) Read a lot (13) Read out loud (3) 19. What kinds of books do you like to read?

I dont know (11) Horror/Mystery (4) Vampire (2) Comic/Graphic Novels (4) Sports (3) Teenage Drama (3) 20. Have you ever re-read a book? (14-yes/ 13-no) If so, can you

name it/them here? Harry Potter, Twilight, Fudge-o-mania, Lightening Thief 21. Who are your favorite authors?

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Dr. Seuss (3) Shel Silverstein (1) Dont have any (8) *All other responses did not know authors name only title of book 22. 23. Do you like to have your teacher read to you? (23-yes/4-no) On a reading scale from hate to love? How do you feel about

reading now? Circle the number that applies to you! 1(2) 2(11) 3(5) 4(3) 5(4) 6(2) Yuck! 24. OK Love

People use the word boring a lot when they talk about reading.

When is reading boring? When the teacher picks out the book (7) When the book is not my type (12) Always (3) When it is too hard (5) 25. Overall, what would you like me to know about YOU as a reader

and as a student? I am a slow reader (6)

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I do not like to read out loud (3) I want to be a better reader (7) I want to learn how to pick out books I will like (4)