Brittany Daly - Blog Post 4: Routman (2003), Ch. 6: Plan for and Monitor Independent Reading

In this chapter, Routman argues that independent reading time is necessary if one wants to become a more successful reader. She points out that it is often the lowest readers who need to spend a significant amount of time reading; however, these students are often pulled out during independent reading time or made to participate in a scripted reading program. Here, she references Appendix A, in which she provides strategies teachers can implement to help struggling readers. While I already use many of her suggestions (like shared reading, shared writing, journal writing, and silent sustained reading), she does make a few suggestions that I would like to try. She suggests creating original texts by using wordless picture books and allowing students to write the stories. This requires students to make observations and inferences about what they see in order to write the text.  I think this would make reading and writing more fun for students, especially if the picture book pertain to the student’s interests.

Routman also uses the topic of this chapter to establish the difference between sustained silent reading and independent reading. One of the major differences I noted is that independent reading requires a bit more work from the teacher and the students. The teacher should monitor student comprehension and teach reading skills through conferencing. Students should keep records of their reading, and together, teachers and students should set reading goals. Independent reading is the more active of the two; it requires students and teachers to be present and actively engaged. One component of independent reading that I need to better implement is record keeping. In a previous blog post, I wrote about how Routman suggests that teachers should share their own reading records with students. I need to begin keeping records of my own reading to share with my students as an example. Then, I need to make record keeping a part of my daily classroom routine.