Teaching Independent Reading in Supporting Balanced Literacy Learning for Young Learners

DOI

10.2991/icollite-18.2019.39How to use a DOI?

Keywords

teaching reading; reading habit; literacy learning; young learner

Abstract

This exploratory case study describes an elaboration of teaching independent reading practice in the actual classroom. The participant of this study was an English teacher of a private elementary school in North Bali, Indonesia. The data were obtained through classroom observations and interviews. Then, the analysis was done using interactive data analysis model including four steps namely data collection, data reduction, data display, and drawing conclusion and verification. The findings reveal that the teacher implemented several steps of teaching independent reading through having book talks, incorporating minilesson, monitoring status of the lesson, managing group share, and initiating home reading activity. The teacher’s implementation of independent reading practice helped students choose books by themselves before making a review of their favorite books, and sharing them with friends. The techniques used during the classroom practice indicate independent reading need to be immersed with routines and consistent practice.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Ni Kadek Heny Sayukti
AU  - Wachyu Sundayana
AU  - Gin Gin Gustine
PY  - 2019/03
DA  - 2019/03
TI  - Teaching Independent Reading in Supporting Balanced Literacy Learning for Young Learners
BT  - Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018)
PB  - Atlantis Press
SP  - 180
EP  - 184
SN  - 2352-5398
UR  - https://doi.org/10.2991/icollite-18.2019.39
DO  - 10.2991/icollite-18.2019.39
ID  - Sayukti2019/03
ER  -