The Effects of Reflection Logs on Kindergarten Student’s Engagement During Independent Reading

Abstract

Most educators agree that reading skills are enhanced when students are given time to experience text independently. In addition, educators also try to maximize the benefits by making this time as productive as possible. The purpose of this study was to determine if Kindergarten students would demonstrate more on-task behavior during independent reading time if they were given a personal reflection log to complete. The null hypothesis was that students in a kindergarten classroom, when given a personal reading reflection log, will not show a significant difference in their engagement levels during independent reading time. After collecting observational data on 18 kindergarten students for thirty, 15-minute periods of independent reading, there was sufficient evidence that the reflection log likely works to lessen disruptive behaviors. The biggest change in behavior can be observed in the last five minutes of independent reading time. From minute 1 through minute 15, the mean pre-post change in the number of observed off-task behaviors increased from 0.4 to 5.2. In conclusion, the null hypothesis was rejected. Students are more motivated to stay on-task when they are held accountable for reflecting on the text they were reading.