Every Day Were Shufflin: Empowering Students During In-School Independent Reading

Bib. Information Hall, K. W., Hedrick, W. B., & Williams, L. M. (2014). Every day
(APA Formatting): were shufflin: Empowering students during in-school
independent reading. Childhood Education, 90(2), 91-98.

Author(s) Affiliation: Katrina W. Hall Associate Professor of Literacy and Early Childhood Literacy
at the University of North Florida

Wanda B. Hedrick Professor of Childhood Education, Litearcy, and TESOL at

the University of North Florida

Lunetta M. Williams Associate Professor of Childhood Education, Litearcy,

and TESOL at the University of North Florida

Type of Resource: Scholarly article that presents a research study

(Scholarly
/Trade/Other)

Summary of essential Four week study of daily in-school independent reading time (ISIR)
information: Children given choice of book, music or no music, and book discussion
after each reading
How choice helps students to increase reading involvement
High interest and appropriate reading level books were given to each
student
Students choice of iPod Shuffle during reading time with classical music
Two minutes of discussion after ISIR time
Choice of books gave students more control, which they liked
Choice of music was a privilege, which some students used everyday, some
only a few times a week, and some decided it was too distracting
Talk time gave students ability to share with a partner and decreased
interruptions during ISIR time
After study, students still looked forward to ISIR time
List of book websites given, to help teachers find high interested books at
all levels

Potential relevance to This article relates to my area of research because the focus is independent
your research topic reading time, which is my area of study. It discusses the results of
and study: incorporating ISIR time into the school day, which I plan on integrating into my
everyday routine. Some strategies given in the article are independent reading
time everyday, classical music to assist in reading pleasure, and a turn and talk
after each ISIR session, to keep students motivated to read. The results of the
study include a high interest in ISIR time, for the rest of the implementing
school year. The article also contains a list of useful websites, to help assist
teachers in finding quality and high interest books for all reading levels.