Making Independent Reading Work

Today’s Independent Reading (IR) programs differ significantly from SSR and DEAR. Effective IR programs require active teacher engagement, time, a broad range of leveled texts, talk around texts, and differentiated instruction. The benefits are well worth it: increased student achievement, motivation, and a love of reading. Every child needs a chance to read independently in school. In the frenzy to prepare students for large-scale assessments, some schools are limiting independent reading (IR) time. Yet the Common Core State Standards themselves advocate student independent reading from a multiplicity of genre.

In fact, some argue that Common Core materials should “increase regular independent reading of texts that appeal to students’ interests while developing both their knowledge base and joy in reading” (Coleman & Pimental, 2012,... 4). Now more than ever, research studies provide guidance for creating IR programs that contribute to achievement. The teacher is a central player in these programs, setting the stage and directing the action that makes IR work. Today’s IR programs should differ significantly from Sustained Silent Reading (SSR), Drop Everything and Read (DEAR), and earlier iterations of IR. This means the teacher is instructing, scaffolding, and conferring with students (Reutzel, Fawson, & Smith, 2008) during IR time.

For example, the teacher educates students in how to select appropriate books, scaffolds student understanding of specific text types, and confers with students to assess their understanding of what they have read. Children need time to read — a lot of time. Time spent reading contributes to reading achievement in ways that simply doing worksheets or other activities does not (Allington, 2002; Foorman et al., 2006). Time is not a one-size-fits-all proposition, however. Less proficient readers may benefit from shorter time frames until they build more reading stamina, whereas better readers may read successfully for longer periods of time. Independent reading is an empowering, personalized approach to student reading that allows students to select their own reading materials.

In doing so, students can explore the vast world of literature at their own pace. This approach nurtures a genuine love for reading, promotes critical thinking, and enhances literacy skills in a relaxed environment. Engaging in independent reading in the classroom not only supports the development of vocabulary and comprehension abilities but also cultivates a sense of responsibility and self-discipline in learners. Students are encouraged to immerse themselves and develop a deeper connection to literature and the world around them. Readers can reflect on their choices and develop their own interpretations, which fosters curiosity and nurtures a lifelong passion for reading that extends beyond the classroom. Independent reading is a crucial component of literacy development and overall educational success, because it improves and promotes skills in comprehension, fluency, critical thinking, and analysis as readers evaluate and reflect on various themes...

When readers engage with the text, they are better equipped to monitor their comprehension, evaluate their reading strategies, and make necessary adjustments to improve their understanding of the material. Classroom settings play a crucial role in independent reading. A well-structured classroom encourages exploration and can enhance students' motivation to read independently. Factors such as the physical layout of the classroom, availability of resources, and the teacher’s approach to reading can either cultivate a love for reading or hinder students’ ability to develop independent reading habits. Here’s how to thoughtfully design a classroom to promote a positive independent reading culture: Independent reading lets students practice strategies that they learned during the other instructional contexts along the gradual release of responsibility.

During independent reading, students read from texts on their independent reading level or texts that are easy enough for them to decode and understand without a lot of effort. The goals of independent reading are to practice a smoothly operating reading process, to exercise choice, and develop reading interests. Historically, research on independent reading has produced mixed results (Shanahan, 2006; Manning, Lewis, & Lewis, 2010), but literacy leaders attribute this to models of independent reading that have little or no structure. Independent reading that offers guided choice, that teaches children how to select books that are on an appropriate reading level for them, and during which teachers confer with students yields positive results (Kuhn et... It is critical to maintain the balance between student choice and text demands. Independent reading is often referred to as reading practice, and the ways students interact with texts at this point in the gradual release of responsibility should echo those practiced in read-aloud, shared, and guided...

For Further Reading Allington, R.L. (Ed.) (1998). Teaching struggling readers: Articles from The Reading Teacher. Newark, DE: International Reading Association.Burkins, J.M., & Croft, M.M. (2010). Preventing misguided reading: New strategies for guided reading teachers.

Newark, DE: International Reading Association.Hiebert, E.H., & Reutzel, D. R. (Eds.) (2010). Revisiting silent reading: New directions for teachers and researchers. Newark, DE: International Reading Association.Kelley, M.J., & Clausen-Grace, N. (2009, December).

Facilitating engagement by differentiating independent reading. The Reading Teacher, 63(4), 313–318. Moss, B., & Young, T.A. (2010). Creating lifelong readers through independent reading. Newark, DE: International Reading Association.

Independent reading is one of those routines that sounds like a dream — kids reading quietly, totally engaged in a book they love, while you work with small groups or tackle assessments. But if you’ve ever looked up from your guided reading table to see three students flipping pages at light speed and one staring blankly at the carpet, you know: independent reading isn’t always as... It doesn’t mean you’re doing anything wrong; it just means kids need support to use that time well. But here’s the good news: you don’t need to turn reading into a worksheet factory to make it meaningful. You don’t need daily reading logs or full-length book reports to check for understanding. You just need a simple system that helps your students stay focused, think about their reading, and reflect in a way that’s developmentally appropriate and manageable for them and for you.

We want our students to be lifelong learners and readers. Encouraging independent reading in the classroom will help our students develop a love of reading that extends beyond the school day. This blog will break down different strategies for independent reading as well as some of the benefits it can offer. Independent reading can be any type of material, from nonfiction articles to fantasy chapter books, as long as it’s the student’s choice rather than an assignment. Independent reading is crucial for building various skills from vocabulary development to comprehension. As teachers, it’s important to encourage students’ choice but it’s also their job to ensure the texts are appropriate for each student.

There are countless benefits of independent reading in the classroom, from improving mental health to building critical thinking skills. Independent reading is a cornerstone of literacy development, supporting critical thinking, comprehension skills, vocabulary development, and a lifelong love of books. However, ensuring students stay engaged and accountable without making reading feel like a chore can be challenging. By implementing meaningful accountability structures, educators can support students in setting goals, tracking progress, and reflecting on their reading experiences. This article outlines effective strategies and tools for building a sustainable independent reading accountability system in your classroom. The materials mentioned, along with more specific instructions, can be found in the Independent Reading Resource.

Before diving into the accountability structures, determine how independent reading will fit into your schedule. Consider the following: Once these decisions are made, communicate expectations clearly to students to create a structured yet flexible reading environment. Model procedures clearly (see the end of this article for a possible set of procedures to use in your classroom). To track students’ reading habits and reflections, provide the following resources: Encourage students to set personal reading goals beyond just the number of books they wish to read.

They can consider many kinds of goals. Here are a few examples: Independent reading is the heartbeat of the reading work done in classrooms. Students need opportunities to practice what they are taught during instructional time in texts they choose and find relevant. Independent reading puts students at the center of thinking about and engagement with texts. Fostering an independent reading routine offers myriad benefits to students’ identities and habits as readers, writers, and learners:

There are elements to independent reading that make it universal and necessary across grades. Establishing guiding principles in your classroom and/or school community to facilitate a commitment to an independent reading practice helps the process. Examples of guiding principles are: I work with educators to build cultures of reading. In my book, Leading A Culture of Reading: How to Ignite and Sustain a Love of Literacy in Your School Community, I share practical ways to build a classroom or school culture that prioritizes... A thriving reading culture can help kids stay motivated, interested, and supported in reading.

But, in the context of discussing reading culture events, I am often asked the question: How do I get my students started with independent reading? For emergent and early readers, classroom libraries could be divided into sections according to book types—such as emergent, concept, pattern, decodable, phonics and comprehension, or alphabet books—or organized by favorite author, popular characters, or... In the age of modern literacy and its emphasis upon having students take on more challenging text, independent reading and student choice can easily take a back seat to the demands of increased rigor. However, in a balanced literacy program, they remain important. Motivation and choice play key roles in reading. And, strong and capable readers are those who read widely and diversely in a wide variety of genres and text types.

In the quest to build capable readers, promoting independent, self-selected reading remains key. Creating ravenous, lifelong readers doesn’t just happen, it takes a schoolwide culture to help reach that goal. We want kids to read more. We want them to enjoy reading. We know that reading builds vocabulary, fluency, and background knowledge. So let’s do our part to promote and encourage independent reading across our schools.

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