Abstract
Providing independent reading opportunities is a critical learning practice often overlooked in many classrooms. This study utilizes expectancy-value theory to explore the motivational beliefs of eight 4th to 8th-grade teachers regarding providing in-class independent reading opportunities. Through semi-structured interviews, data reveal that teachers have varied conceptualizations of independent reading. These conceptualizations and their past teaching experiences influence their beliefs about the success, value, and cost of offering independent reading opportunities, as well as their instructional practices. The findings underscore the importance of understanding the factors influencing teachers’ decisions regarding reading opportunities and addressing the challenges of providing this essential learning experience.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
