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Journal > The Reading Teacher
BOOKMATCH: Scaffolding Book Selection for Independent Reading
by Jessica Ann Wutz and Linda Wedwick
|Grades||3 – 6|
This yearlong classroom action research project examined the independent reading experiences of 6-, 7-, and 8-year-old learners in a multiage classroom setting. The purpose of this study was to determine what effect modeling of book-selection strategies had on students' choice of texts for independent reading. These selection strategies were introduced as an instructional tool called BOOKMATCH, an acronym in which each letter stands for a criterion for students to think about when choosing books for independent reading. To further scaffold students, each criterion offers additional support questions. Inherent in BOOKMATCH is the understanding that no two readers are the same and that, when matching students to books for independent reading time, different criteria for each reader need to be considered. Data were collected before and after the implementation of BOOKMATCH. Data included whole-group brainstorming, selection-criteria surveys, reading-attitude surveys, reading logs, interviews, and field notes from conferences. Results show that BOOKMATCH presented a snapshot of every student's selection process, produced an independent reading book-selection system without the use of levels, promoted literacy learners' self-awareness, and naturally guided instruction for independent reading.
Wutz, J.A., & Wedwick, L. (2005). BOOKMATCH: Scaffolding book selection for independent reading. The Reading Teacher, 59(1), 16–32.
Grades K – 12 | Strategy Guide
This guide includes basic theory and practice for supporting students reading independently, which is the last instructional context along the gradual release of responsibility.