Renata Brown: #3 No More Independent Reading without Support

I really enjoyed reading the first part of this book because I feel it validated by beliefs about teaching reading and it supported the other articles I've recently read about reading workshops and kidwatching.  Simply put... Kids need time to read books of their choice, but not just reading books alone with no purpose or guidance from their teacher!  As stated in the book, "Sometimes the feedback helps students choose the right book, one that lets them experience some success. Unguided choice and lack of monitoring can mean that students see struggle while reading as their own permanent deficiency." Some of the benefits to independent reading times as pointed out in the book include: 1) improved oral reading accuracy, 2) increased reading rate, 3) improved reading expression, and 4) increased comprehension.  When teacher scaffolding is included in independent reading academic performance increases 5) variety in student self-selected genres and levels, 6) confidence with individualized conferencing with students, 7) feedback and support, and 8) student accountability of their reading.  It's was stated that independent reading can foster student growth when adequate time to read is provided, choice in what students read is given, explicit instruction about what, why and how readers read is given, access to a large, variety of text is provided, teacher monitoring, assessment and support is documented, and opportunities for students to share what they've read is provided.  When trying to improve reading it is important to provide students with a range of book levels that will challenge and foster their individual growth.  This means that teachers need to have sufficient classrooms libraries that house a variety of genres and interesting topics.  The authors states that, "Fountas and Pinnell recommend that teachers have between three hundred and six hundred titles in their classroom libraries." Students also need access to school libraries, community libraries and hopefully books at home to significantly improve reading skills, especially those from low socioeconomic communities. In summary, research has been provided that supports student growth from independent reading when it is coupled with an actively supportive teacher.  "She cannot sit on the sidelines and just watch what is going on, or sit reading or grading papers: she must bring all her teaching talents to bear during IR just as any other instructional activity." (Debbie Miller & Barbara Moss, 2013) Effective independent silent reading involves teachers monitoring, guiding, structuring, teaching, and holding students accountable of their reading as they grow more independent.