top of page

Reading Response Logs

What is a Reading Response Log?

 

A Reading Response Log (or Reader’s Response Journal) allows a student to reveal not only her understanding of a text, but also her feelings about the text.  This occurs through answering a series of questions, responding to sentence starters, or displaying reflection through other means.   Reading Response Logs (RRLs)  can easily be adapted for all levels of readers, all types of literature, and all content areas. 

 

What does the research say?

 

Reading Response Logs have long been considered an effective reading strategy to help students learn from text (Atwell, 1987; Blough & Berman, 1991).  Vacca and Vacca (1999) stated, "When teachers integrate writing and reading, they help students use writing to think about what they will read and to understand what they have read" (261).

 

Why Should This Strategy Be Used?

 

A Reading Response Log gives students an opportunity to show what they learned from their reading.  The RRL gives teachers an opportunity to track student understanding and address shortcomings.  Reading Response Logs are most commonly used with independent reading assignments.  A RRL is highly adaptable and can be modified to measure comprehension of a specific text or a general reading passage.  The strategy can be used across content areas and can be modified for any level of student. Reading Response Logs can serve as an ongoing monitoring tool of comprehension for both the student and teacher.  McIntosh and Draper (2001) state that Reading Response Logs “take neither a great deal of teacher time nor much class time, but they have tremendous value for teachers and students” (254).

 Ready-To-Modify RRLs

Can I Use This Strategy In All Content Areas?

Yes!  As stated before, RRLs are versatile and can easily be adapted for any content area.  Simply:

  • Determine the reading passage you would like to use the strategy with. 

  • Create questions for the passage or use one of the included examples from this webpage.

  • Model the use of the RRL (see above for suggestions).

Video Guide:

This video shows Ms Sopiarz-Riandi's explanation of RRLs to her students.  The video contains guidelines for writing quality responses and ideas for implementing the strategy.

 

Introduction and Modeling of Reading Response Logs:

 

The Reading Response Log should be introduced as a strategy for monitoring comprehension of independent reading. It should also be noted that the strategy will allow students to express their thoughts regarding the reading assignment.   As previously mentioned, RRLs are versatile.  RRLs can be used daily, weekly, or for individual assignments.  Therefore, the desired outcome for their use may vary amongst teachers and assignments.  However, the specific objective of the use of RRLs should also be expressed to the student. 

 

When using the RRL for the first time, it is suggested to use a teacher generated handout as opposed to having students create their own RRL (examples are provided on this webpage).  Use the handout as a guide when modeling the use of the strategy.  Choose a passage to read with your students and then conduct a think aloud to model your thought process while completing the RRL.  Assess your performance based on the scoring rubric you chose to use for your students.  Upon completion of the think aloud, ask students, to list reasons why they feel the RRL is an effective reading strategy.  At the very least, the list should include:

 

  • Monitors comprehension.

  • Shows what the students learned from the reading.

  • Allows students an opportunity to express their feelings regarding the reading passage.

 

In order to gradually release responsibility to the student to allow them to independently apply the strategy, procedures and expected outcomes should be conveyed.  If the RRL is to be used on an ongoing basis, establish procedures for the procurement of, the use of, and the completion of the RRL.  If the RRL is used in conjunction with other comprehension-monitoring strategies, ensure consistency with those strategies (terminology, questions asked, etc). 

 

What About Rubrics?

Rubrics can be created and modified to fit the desired learning outcome. Please view the sample rubrics found on the right side of the page.

 

 

 

Considerations for ELL, struggling readers, and gifted students:

RRLs can be used with, and modified for, all learners.  Potential modifications for specific learner needs include:

  • Teacher created questions based on student learning level.

  • Adjustment of scoring on the rubric based on student performance.

  • Higher performing students can create their own questions for themselves and/or classmates.

How Can I Show That I Have Implemented This Strategy?

 

  1. Submit examples of students’ Reading Response Logs.

  2. Use the strategy during an observation.

  3. Include the use of the strategy in your lesson plans.

 

Something to Consider:

This strategy has received criticism for being too easy for students to fake.  With this in mind, asking “yes or no” questions, or questions that require only superficial answers, may not yield the type of accountability you are looking for from your students.  Attempt to ask questions that require students to use text evidence, express their feelings based on the text, or have students write/respond to their own questions to ensure students have read and processed the passage. 

Web Resources:

 

http://www.centergrove.k12.in.us/page/115

 

http://www.dailyteachingtools.com/reader-response-questions.html

 

https://www.lakeshorelearning.com/media/images/free_resources/teachers_corner/printables/responseLog.pdf

 

 

 

 

References:

Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents. Portsmouth, NH: Heinemann.

 

Blough, D.B., & Berman, J.P. (1991). 20 ways to liven up learning logs. Learning, 20(1), 64-65.

 

Hurst, B. (2005). My journey with learning logs. Journal of Adolescent & Adult Literacy, 49(1), 42-46.

bottom of page