Today much student time is spent in preparation for mandated reading and writing tests. Consequently, students rarely get a chance to generate their own meanings as they read and compose from their own thoughts as they write. Ruth (1987) points out the need to present opportunities for students to ask and answer real questions of their own about reading and writing. Reading response journals provide students with an opportunity to respond and interpret their reading personally.
Fulps, J. S., & Young, T. A. (1991). The What, Why, When and How of Reading Response Journals. Reading Horizons, 32 (2). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol32/iss2/3