Lisa Holm

Presentation

The Power of Independent Reading
January 27, 2013
Riverside ESAlexandria, VA
Professional Development Session for:
Kindergarten Grade 6 Teachers
ESOL Teachers
SPED Teachers
The Power of
Independent Reading

January 27, 2013
Riverside ES
Learning Outcomes
Develop an understanding of the differences
between independent reading and silent reading
Learn strategies to make the most of independent
reading
Explore ideas for holding students accountable
during independent reading
Learn how to evaluate and strengthen your
classroom library

Students who read 5 pages or less per day
had
scores significantly lower than students who
read in other categories.
NAEP Reading Report Card, 2004
Results
Volume of reading reliably correlated with
reading comprehension performance in both
disabled and non-disabled achieving
readers.
McBride-Chang et al.,
1993
Not all students automatically improve their
reading
just because we give them time to read. If
students
are reading mostly difficult books, if they dont
understand what they read, if no one is
monitoring
their progress, not much changes. I have been
in far
too many classrooms where students are
staring at
books they cannot and do not read and where
sustained silent/independent reading is largely
a
waste of time.
Regie Routman,
2002
Lots of high-success reading is absolutely
critical
to reading development and to the
development
of positive stances toward reading.
Richard Allington,
2006
Independent Reading vs. Silent Reading
1. With your group, read the sort cards on your
table.
2. Decide which applies to Independent Reading
and which applies to Silent Reading.
3. Sort accordingly.
4. Discuss what youre thinking.
Independent Reading


Student chooses books to
read with the teachers
guidance.
Daily reading time is at least
30 minutes.
Classroom library is an
important instructional tool.
Students read just-right
books.
Teacher monitors
comprehension.
Student keeps a reading
record and writes a variety
of responses to what has
been read.
Instruction occurs during
mini-lessons and
conferences.
Teacher and student set
goals.
Silent Reading


Student independently
chooses any book to read.
Daily reading time is 10-30
minutes.
Optional classroom library.
Books may be above
reading level
No monitoring by teacher.
No writing involved.
No instruction involved.
No reading goals are set.
What Is Independent Reading?
Independent reading is a systematic way of
supporting and guiding students as they read on
their own.
Fountas & Pinnel, Guiding Readers and Writers,
p. 116
Making the Most of Independent
Reading
Purpose
Authenticity
Choice
Explicit Instruction
Say Something
1. Find a partner.
2. Designate 4-6 stopping points.
3. Read individually to the first stopping point.
4. Engage in a brief exchange of ideas
Key Points/Interesting Ideas
New Connections
Questions
5. Repeat this process until the selection is
completed.



Accountability
Goal-Setting
Monitoring/Conferring
Reflection
Classroom Libraries
Classroom Libraries
Kids not only need to read a lot, but they also need
lots of
books they can read accurately, fluently, and with
comprehension right at their fingertips. They also
need
access to books that entice them, attract them to
reading.
Schools can foster wider reading by creating school
and
classroom collections that provide a rich and wide
array of
appropriate books and magazines and by providing
time
every day for children to actually sit and read.
Richard Allington,
2006

As a result of todays session, I will . . .