Classroom research drives our instruction. . .

We examined the independent reading experiences of 6-, 7-, and 8-year-old learners in a multiage classroom setting and 7th and 8th grade students in middle school. 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 to the students as a tool called BOOKMATCH.

Data was 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.

For more information about this research see:

Wedwick, L. & Wutz, J.A. (2008). BOOKMATCH: How to scaffold student book selection for independent reading. Newark, DE: International Reading Association.

Wedwick, L. & Wutz, J.A. (2006). Thinking outside the book box: Using BOOKMATCH to develop independent book selection. Voices from the Middle, 14(1), 20-29.

Wutz, J.A. & Wedwick, L. (2005). BOOKMATCH: Scaffolding book selection for independent reading.  The Reading Teacher, 59(1), 16-32.