Kaylee Foster November Blog- Miller (2013), Section 2: Why Not? What Works? Why Independent Reading Matters and the Best Practices to Support It

This section did a phenomenal job in breaking down what needs to happen in order for effective independent reading to occur. The first crucial step is that students need to be given classroom time to read. If we are encouraging students to read independently, then it is essential for them to have the time to utilize this practice. Research has proven that IR time is time well spent. Teachers must make it a priority to carve out a set time every day for IR time to occur. Consistency is crucial as well, meaning allow IR time everyday not just days that it is convenient.

This brings me to the question, what is the appropriate amount of IR time allotted? Lewis and Samuels, 2005 states that, “there is no clear cut answer to the question of how much IR is optimal…but the answer may well depend upon the reader’s proficiency”. In other words, a high level reader may be able to read for longer amounts of time and benefit where as a shorter amount of time for a reader who struggles would be more appropriate. This is going to be something that the teacher has to monitor and adjust.

The next crucial step is to allow students the opportunity to choose what they are reading. Allington and Gabriel (2012), states that “the research base on student selected reading is robust and conclusive. Students read more, understand more, and are more likely to continue reading when they have the opportunity to choose what they read”. In other words, we are doing the students a disservice by not allowing student choice. It is essential for the teacher to try balance school reading with student choice. I am thinking about my personal life and outside of my “required readings”, in my free time when I read I do not want someone else telling me I have to read something. It is important to keep in mind that are students are the same way. I love how Ainley, Hidi, and Berndorff, 2002 states that “letting kids choose what to read motivates them to read even when it is not required. That is the ultimate goal, isn’t it? I want nothing more than for my students to fall in love with reading outside of my classroom and if allowing them to choose what they read will help them get one step closer I am all for it!

The next crucial part is providing students with the tools and instructions on “what, why, and how readers read”. It is essential that the teacher helps guide the students in finding books that are “just right” for them. This does not mean choose a book for the student. According to Reutzel and Trudel, “newer studies have established that productive student IR experiences depend on teachers who help students identify appropriate, interesting materials, incorporating a range of genres and difficulty levels”. In doing this, the teacher will also be saving time that it normally would take for a student to find a book.

Another valid point that is made is teachers should encourage students to read from a variety of texts. It has been proven that students will benefit more from IR when they are reading from many different genres. It is the teachers’ job to make sure that the students have these books at their fingertips. Which brings me to the next crucial step and that is providing students with the access to texts. Classroom libraries are essential in setting up success during IR time. The library should consist of a variety of texts (50 percent literary and 50 percent informational). The recommended number of books per student is 7. Text levels should vary from easy, grade-level texts, to complex, or “stretch” texts. The text types should also vary from comics, fantasy, poetry, biographies, etc. The teacher should be monitoring and supporting the students every step of the way.

            Lastly, students need to talk about what they read. This holds the student accountable for what they are reading but also helps them to take ownership in what they are reading as well. It also forces them to reflect on what they have just read. In providing all of these things to our students we are setting up the foundation of success in IR.