Doctoral Candidate Brochure: Debra Liddell Quarles
Doctoral Dissertation Defense
of
Debra Liddell Quarles
For the Degree of
Doctor of Education
Interprofessional Leadership
HOW DO AVID READERS EXPERIENCE CONTINUED SUPPORT FOR FREE VOLUNTARY READING (FVR) DURING THEIR TRANSITION FROM ELEMENTARY TO SECONDARY SCHOOL?
June 23 2026
9 a.m.
Via Microsoft Teams
HOW DO AVID READERS EXPERIENCE CONTINUED SUPPORT FOR FREE VOLUNTARY READING (FVR) DURING THEIR TRANSITION FROM ELEMENTARY TO SECONDARY SCHOOL?
The purpose of the study was to provide an inquiry into how avid readers viewed and experienced engagement in free voluntary reading (FVR), the factors they identified as affecting their continued engagement in FVR, and the support they received at school for FVR. An interpretive approach was used, drawing on narrative inquiry and other interpretive methods (semi-structured interviews). Qualitative interviewing was used as the data collection method, and thematic analysis was used for the data analysis process.
Findings from the study showed that students experienced changes in their schedules and priorities primarily resulting from transitioning to secondary school. They identified increased independence and options for their recreational choices. Most were cognizant of the increased demands on their time and how it impacted their choices. Time and choice were the most significant themes identified. Limited time was frequently mentioned in both school and home settings. The increased level of homework, extracurricular options, and desire to socialize with friends was acknowledged by students as considerations for how they spent their time. Both home and school FVR routines were mentioned, though they voiced less disappointment in their at home FVR engagement. Choice or the ability to choose when and what to read was most frequently associated with their school engagement in reading. Opportunity to engage in FVR was most frequently associated with in school reading with the absence of sustained silent reading (SSR) and limited classroom visits to the library mentioned frequently. Interest appeared to be consistent for most participants, though the challenges of time, increased interest spending time with friends and physical exhaustion, caused some students to question their degree of interest. Finally, the staff members expressed similar concerns regarding in school FVR options and reading assignments that limit choice.
The findings of this study highlight both personal and institutional aspects of students transitioning to secondary school and how they experience support for FVR. There are also options provided to promote and increase FVR within school settings and indicators of how they could benefit all readers within the student population.
ӰƵ the Candidate
Debra Liddell Quarles
Master of Library and Information Science
ӰƵ 2001
Bachelor of Arts, Psychology
University of Toledo 1980
Debra has been engaged in educational programming as both a volunteer and professional for over 40 years. Her career has included work with local and national non-profit organizations and facilitating access to resources for special needs, international and underrepresented student populations. It was those experiences that fortified her desire to stress the importance of literacy and to increase access to information.
Debra has always been passionate about reading and the “doors” that it opens. She has personally benefited from school-supported reading and witnessed how life altering it can be. She has been a champion of efforts to bring authors to local schools, been a member of national book award committees, received state-wide recognition for her student reading advocacy and served as vice president of the state association Ohio Educational Library Media Association (OELMA). She approaches access and support for reading much like a social justice advocate. She provides volunteer consultations, resources, and presentations to encourage both adults and students to engage in free voluntary reading (FVR).
Doctoral Dissertation Committee
Director
Tricia Niesz, Ph.D
Professor
School of Foundations, Leadership, & Administration
College of Education, Health and Human Services
Members
Natasha Levinson, Ph.D
Associate Professor
School of Foundations, Leadership, & Administration
College of Education, Health and Human Services
Lisa Testa, Ph.D.
Associate Professor
School of Teaching, Learning and Curriculum Studies
College of Education, Health and Human Services
Kathy Fredrick
Master Library Science
Director of Libraries and Technology
Shaker Heights City Schools (Retired)
Graduate Faculty Representative
Lori Wilfong, Ph.D
Associate Professor
School of Teaching, Learning and Curriculum Studies College of Education, Health and Human Services