Barbara Moss asked the question, "Can time spent reading independently in school translate to academic performance?" Research would prove the answer is YES! Students that read independently are more likely to gain oral reading accuracy, increase reading rate, improve reading expression, and increase reading comprehension. We know why independent reading is so important. The benefits of independent reading are immense. Moss delves further into the practices that are "Critical for Effective Independent Reading (IR)."
The first thing Moss says teachers need to provide for effective IR is students need time to read in the classroom. I try to provide as much time possible for my students to read independently. I have scheduled morning work time, reading for early finishers is always encouraged and during down time at the end of the day, while students wait for buses or the after school program. Moss notes that adequate time for IR needs to be based on individual reader proficiency.
Moss says that students need to be able to choose what they read. My students have an array of books to choose from in my classroom library. I am always taking recommendations for books to add into our library and the students make library visits once a week. I feel as if the students have multiple opportunities to choose what they read. The only time I make the choice is when the reading applies to particular instruction.
The next step students need is explicit instruction on how "readers read." I think this is where most teachers are successful. I believe teachers are providing the instructional time more than the IR time. I try to encourage my students to read with a purpose. I have really implemented the close reading process and the act of rereading things several times, but I don't think all of my students are following through with these acts during independent reading time, which leads me to question students attitude towards reading and how I can further encourage my students to read, read with a purpose, and enjoy the process.
Fifth grade readers can baffle a teacher. As I mentioned in Ms. McAbee's post, it was so sad to hear my ten year olds talk about how much they hate reading. They didn't hate it when they were five. What happened? I'm glad you see the importance of providing that independent reading time and the choice that is so vital to helping students find joy in reading. It's also a great step to teach your students how good readers read and then allow them to practice.Something I started doing as the year progressed was allowing students to begin making choices in what they read for instructional purposes. With the workshop approach I was able to teach a skill and then provide limited choice with what they read. You're starting this with your guided reading groups. While you gave them a book, it is still showing how instruction can occur with students reading a variety of texts. The next step would be allowing students to make a choice. I'd love to help with that!
ReplyDeleteHi Chloe,
ReplyDeleteI am thankful that Miller's section that you read served to validate what you are doing during your literacy instruction. You mentioned how you are providing your students with opportunities every day to independently read and how you are also providing them with choice and modeling of explicit structures. You mentioned how you find with these strategies you still have students who require additional motivation. I want to encourage you to work to find out what motivates those students and to focus on finding out their interests and what is important in their lives. Knowing who they are helps us learn their strengths and gain their trust. Sincerely, Dawn