Reading Workshop; Engaging Students in Reading Through Self Regulated Learning

Benjamin W. Maxey, Leah A. Nillas

Research output: Faculty Advisor of Undergraduate Research

Abstract

Some push phonetics, others word recognition, reading workshop seeks to combine aspects of those two while giving young readers independent time to learn (Caulkins, 1985). The pinnacle of reading workshop is total self-regulated learning, allowing students to understand and comprehend material on their own. Reading is a very contentious field of study with many winding avenues of methodology. One that stands out is reading workshop. “How does ‘reading workshop’ promote young readers to be more literary fluent and invested in reading independently?” is going to be the primary focus of this literature review on the subject. A variety of sources were garnered for this project from a variety of research databases. The International Literacy Association was a key contributor to the gathered research with articles from many including Oberlin & Shugarman (1989) Feezell (2012) Swift (1993). More relevant studies not from the International Literacy Association are Styslinger (2017) Cherry-Paul, Cruz, and Ehrenworth (2020) Meyer (2010). The research has a theoretical underpinning, supported by an article from Zimmerman (1990), that examines the benefits that self regulated learning can have for students which ties reading workshop in perfectly as the goal for the workshop is to have students be able to autonomously learn.
Original languageAmerican English
StatePublished - 2023

Disciplines

  • Education

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