Transcription of Independent Reading and School Achievement
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Independent Reading and School Achievement
Volume 3, 2000 Approved November 2000. ISSN: 1523-4320 Independent Reading and School Achievement Bernice E. Cullinan, New York University Printed with permission from the Department of Education. This manuscript was commissioned as part of a national study, Assessment of the Role of School and Public Libraries in Support of Educational Reform, Westat, Inc., 1998 2000. This paper is a review of the research literature about the effects of Independent Reading on School Achievement and the identification of common factors in programs designed to promote Independent Reading .
Wells (1986) counted literacy events (which he defined as any encounter in which the child was involved in reading, writing, or engaging with print), and found that prior to school entrance some children had hundreds of literacy events, whereas others had few or none.
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