2006 Student Research Conference:
19th Annual Student Research Conference


A Study Of The Influence Of Conferencing During Fourth-Grade Independent Reading
Sasha F. Rassi♦
Dr. Wendy Miner, Faculty Mentor

Conferencing with individual students during daily independent reading time is a relatively new practice included in reading workshops in many schools. This practice stems from the better-known practices of writing workshops, in which teachers confer with individual students, coaching them through the writing process. In much the same way, conferencing during independent reading allows students to receive individual instruction in reading. Teachers coach students with practices such as comprehension strategies, habits of good readers, fluency, and book choice at a level appropriate for each student. The purpose of this case study was to examine the actual effects or influence of conferencing. The research aims to answer questions such as, “Does it help students to improve as readers? If so, how, and in what ways?” Conference data was collected from six (6) fourth-grade students, as well as personal survey responses and scores from the Scholastic Reading Inventory (SRI). Results are pending.

Keywords: independent reading, conferencing


Presentation Type: Oral Paper

Session: 1-1
Location: OP 2113
Time: 8:15

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♦ Indicates Truman Graduate Student
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