10-second review: Students kept journals while reading four books. The number of responses over the four-books declined suggesting that writing interrupts the concentration of reading.
Title: “Exploring the Meaning-making Process Through the Content of Literature Response Journals: A Case Study Investigation.” MR Hancock. Research in the Teaching of English (December 1993), 335-368.
Summary: 10 sixth-grade students with above-average reading and writing ability. Response journals to record their ongoing thoughts and reflections during the reading process.
Quote: “The general decline in the number of responses over the course of reading a single book and over the total of all four books suggests the need for moderation when asking students for written responses in a literature journal. Additionally, interview statements reveal that students tire of the demands of interrupting reading with writing. The attempt to capture the written response may actually interfere with the reading of a book, particularly near its concluding and over succeeding books. Researchers and practitioners must be cautioned that reading enthusiasm may be subdued with excessive demands for simultaneous journal writing.” p. 366.
Comment: Caution noted. RayS.
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