Norma Blanton Blog Post 3 Why Not?  What Works?  Why Independent Reading Matters and the Best Practices to Support it (Miller and Miss Section 2)

This chapter proves through many research studies that independent reading is an established and effective educational practice.  IR develops background knowledge, improves fluency and comprehension, heightens motivation, increases reading achievement and helps students broaden their vocabulary (p. 12).  There are many reasons given throughout the chapter for not doing IR such as limited time devoted to the practice, students on different levels, and teachers not willing to leave established practices such as using the basal reader.  I think teachers are afraid to give up control of reading in the classroom.  There is so much emphasis on tests and pressure on students to achieve, that teachers feel they are more qualified to guide instruction in reading.  Giving student’s free reign to choose their texts and levels seems counter-intuitive. 

I wondered about all the research based on common core standards for this practice given that many states have backed away from the CCSS.  But I don’t think anyone should discount the need for students to have “access to a wide range of materials on a variety of topics and genres…..including informational texts and literary nonfiction as well as literature.” (p. 16)

The principles to grow as independent readers include classroom time to read, students choosing what they want to read, instruction from the teacher, a wide variety of books and texts, teacher monitoring and support, and talking about reading were valuable.

I thought the details for translating the principals in Section 3, p. 47 into classroom practice were very helpful.   I hope we will discuss some of these practical suggestions in our class.

One major roadblock that I see is having enough texts for the students to read in their classroom library and in the school library.  I imagine many teachers would love to have the recommended 300-600 titles in their classrooms.  If this practice is truly what will improve the reading habits and proficiency of students, then districts should support it with more funds. 

I loved the genre wheel found on p. 20.  I did wonder at what grade level all of these different genres were introduced. 

For this to work as it is described in the chapter teachers need to be sold on the idea, there needs to be collaboration between grade levels, money needs to be designated for classroom and school libraries.

As an ESOL teacher I do wonder how I can better help my classroom teachers with this process.  I truly wish there was more time for collaboration and discussion on IR.  I hope that because I do not fully know how teachers are implementing these strategies in the classroom, I am not inadvertently using strategies that will contradict what classroom teachers are doing.