Please report broken links to us. Paid resources are noted with **. Note: all research should be looked at through a critical lens, there is no denying that many research studies fail to be replicated or have mixed results.
Readicide**. Gallagher, Kelly. 2009.
A well-written account of how school programs that are meant to encourage reading actually hinder and destroy a love of reading, in-turn decreasing reading comprehension.
Growth in Reading and How Children Spend Their Time Outside of School. Anderson et al. Reading Research Quarterly. 1998.
Study shows the impact on learning and achievement associating with book reading and implores teachers to issue more reading outside of school (note: not forced reading of certain things).
Independent Reading and School Achievement. Cullinan, Bernice E. American Association of School Librarians. 2000.
A review of independent reading and school achievement, finding linkage across the board that letting students have free time to select and read books is beneficial for academic and motivational reasons.
Examining the Effects of a School-wide Reading Culture on the Engagement of Middle School Students. Daniels, Erika & Steres, Michael. RMLE. 2011.
Shows a connection between motivation, reading, and academic success in school.
Nonfiction Reading Promotes Student Success. Goodwin, Bryan & Miller, Kirsten. Common Core: Now What? 2012/2013.
Demonstrates through research that nonfiction reading is integral for student success, yet lacking in school. Suggestions are made to connect nonfiction reading to student interest.
Free Voluntary Reading: New Research, Applications, and Controversies. Krashen, Stephen. RELC. 2004.
Research surrounding the importance of giving silent reading time during the day to students where one chooses if and what to read, including massive benefits in learning all around.
Beating the Odds: Teaching Middle and High School Students to Read and Write Well. Langer, Judith. National Research Center on Learning & Achievement. 2000.
Demonstrates that deeper thinking, extensive discussion, deep-reading of text, and experiential learning outperformed traditional schools focused on test prep on critical thinking and learning.
How the Amount of Time Spent on Independent Reading Affects Reading Achievement: A Response to the National Reading Panel**. Samuels, Jay & Wu, Yi-Chen. University of Minnesota.
Showcases that students, when given ample time to read, show significant gains in achievement (as opposed to "reading activities.")
Keeping Score. Chenoweth, Karin. School Library Journal. 2001.
Overview of how competitive scoring of reading programs can diminish the reading goals of the program.