Supporting Students As They Read Independently

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. 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. Below are 25 ways schools can create a reading culture for independent literacy.

Are you looking for strategies to help students begin to read independently? If so, keep reading. 1. Get the learner to be a peer tutor to teach younger students reading or to read orally to younger students. 2. Pair the class with a lower grade-level class weekly.

Let each learner read to a younger child. 3. Make reading learning materials easily accessible to the learner in the classroom. 4. Make visiting the library an enjoyable weekly experience. Imagine a classroom where every student is excited to pick up a book and read independently.

Extensive research highlights the significant benefits of independent reading, including improved literacy skills, greater empathy, and a lifelong love of reading. When students choose their own books, they read for various purposes, including enjoyment, which fosters a deeper connection to reading. Our goal as teachers is to nurture successful lifelong readers, not just readers within the confines of the classroom. Here are three ways to support your students’ productive and effective independent reading in the classroom. 2. Book talks are short commercials about the books in the classroom library.

By providing just enough information to make the book enticing, you can offer more insight than a back cover blurb. Highlighting unusual structures, key characters, or intriguing plot lines can engage your readers. Your students can record these recommendations in their notebooks for future reference, making it easier for them to select their next book. 3. Students need the opportunity to choose their books to read during independent reading so they can select books that interest them. Choosing a book can be challenging for students who find reading difficult, so strong support from you is crucial.

Knowing what your student enjoys is key—if you’re unsure, ask them during an initial conference. Discuss favorite topics, genres, characters, books, and authors to gather information about their preferences. Use this knowledge to curate a stack of books that features their favorite elements. In a follow-up conference, discuss the group of books and why they might enjoy them. Students then choose one or two books to try, and you can check back to ensure they are engaged and enjoying their selection. Implementing these practices – organizing a diverse library, conducting engaging book talks, and conferring about book choice- creates a supportive and dynamic independent reading environment.

Independent reading allows students to apply all they know about being a reader to an engaging, self-selected book. A thriving independent reading practice in your classroom requires attention to your students’ book choices. This effort is worthwhile when all your students are motivated, engaged readers. Independent reading is the engine driving readers’ enjoyment and fostering an important life skill. 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: 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.

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