Increasing Student Engagement With Text: Exploring Student-Centered Activities to Build Literacy Skills

Sarah Preston

Abstract


This article focuses on a current issue many ELA teachers face: Students’ lack of engagement with text. The central idea is to determine the best way to utilize class time to help students become active learners who participate in the classroom instead of passive learners who struggle to retain the content. Furthermore, this article stresses the need for all content teachers to regularly seek out and discover new and engaging learning activities that will help connect students to content-area texts. The three activities that are examined here aresustained silent reading (SSR), interactive notebooks, and literature circles, each of which has the potential to bridge student learning to help develop mastery in English language arts and beyond.


Full Text:

PDF

References


References

Brown, B. A. (2002). Literature circles in action in the middle school classroom. Retrieved from https://files.eric.ed.gov/fulltext/ED478458.pdf.

Garan, E. M., & DeVoogd, G. (2008). The benefits of sustained silent reading: Scientific

research and common sense converge. Reading Teacher, 62(4), 336–344.

Herrara, J. & Kidwell, T. (2018). Literature circles 2.0: Updating a classic strategy for the 21st century. Multicultural Education.

Karatay, H. (2017). The effect of literature circles on text analysis and reading desire. International Journal of Higher Education, 6(5), 65–75.

Mason, K., & Bohl, H. (2017). More than data: Using interactive science notebooks to engage students in science and engineering. Science and Children, 55(3), 38–43.

McCormick, M. & Segal, P. (2016). Helping reluctant readers: How to make science texts more available. The Science Teacher, 41-45.

Shaw, D. (2017). Building rigorous reading comprehension skills through the use of literature circles and eJournals. New England Reading Association Jouranl, 52 (2), 78– 83.

Siah, P. & Kwong, W. (2010). The value of reading and the effectiveness of sustained silent reading. Clearing House, 83 (5), 168-174.

Symonett, P. (2018). 21st century communicators: Creating a classroom environment where students are comfortable to speak and write their mind. Literacy Today, (2411-7862), 36(3), 26–27.

Waldman, C., & Crippen, K. J. (2009). Integrating interactive notebooks. Science Teacher, 76(1), 51–55.

Whittengham, J. (2013). Literature circles: A perfect match for online instruction. TechTrends, 57 (4), 53-58.


Refbacks

  • There are currently no refbacks.