Abstract
This project addressed the problem of motivating struggling readers to read during independent reading. The literature revealed a variety of practices and philosophies on motivating and instructing struggling readers. Practices and theories emerged from the literature, informed the body of this research, and led to the creation of an instructional handbook for teachers. This handbook shares researched based strategies, classroom practices, and sample lessons for teachers. This research adds to the literature on developing effective independent reading strategies in second and third grade classrooms. Teacher resources are included in the handbook that allow for easy implementation of the researched based strategies that served as the foundation for this research and the resultant handbook. Specifically, the handbook provides researched based literature, mini-lessons, recommended book lists, instructional strategies, and assessment tips that help teachers motivate struggling readers become participatory readers.