Maleesa Redish

Raiza Garcia

Kim Freeman

Independent Reading

Outline:

An overview of independent reading

Getting students engaged

Matching students to text

National Reading Panel and Independent Reading

Conclusion

References

An overview of independent reading:

Research supports independent (unguided) reading as a means to increase key reading skills such as comprehension, vocabulary,prosody, automaticity, and Fluency (Samuels, 2006). Many researchers have used the term Matthew effect to describe the varied rate of reading development between students who read often and those who rarely read. The Matthew effect refers to the observation that students who read a lot tend to be better readers; those who do not tend to struggle more when reading (Samuels, 2006). The amount of time a student spends reading independently is directly related to his/her reading gains (Pikulski,2006). The amount of time students spent in independent reading was the best predictor of reading achievement and also the best predictor of the amount of gain in reading achievement made by students between second and fifth grade (Cullian,2000). Beyond increasing reading rate, fluency, and accuracy, independent reading improves vocabulary and builds background knowledge (Houghton Mifflin Company 1997). Students who spend time reading independently become proficient readers and also tend to score higher on all subject area achievement tests (Cullinan, B.E. (2000).

Getting students engaged

Engagement is key when it comes to implementing an independent reading program in a classroom. If students are engaged and interested, they are likey to develop a love of reading. Students who are actively engaged in the learning process and are provided with plenty of time to practice and strengthen reading skills, are more likely to experience reading success than their more passive counterparts (Ivey, 2000). For students to stay engaged they must be given time and access to quality, high interest text on their independent reading level. Jeaneete Veatch (1978) was a pioneer in establishing a classroom model for independent reading that allowed students to be involved in the learning process.

Her classroom model for instruction includes the following steps:

1.Planning-Students are trained to select books they enjoy and can read

2.Self-Selection-The classroom should be supplied with books that vary in interest and ability levels

3.Independent work period-Silent reading time-student develops a plan for presenting the book or story

4.Individual Conference-This is a very important stage. Teacher and student discuss what has been chosen for presentation. Keeping good records of conferences helps the teacher understand what type of instuction each student will need.

5.Group Organization-If the teacher has kept good records from conferencing,groups can be formed based on students similar needs and interest.

6.Sharing-Follow Up-Evaluation-Students are given a chance to present to the class what they have read. Follow up may include supplementary instruction with a group or independent work.Evaluation is determined by records kept by the teacher.

7. The process starts over.

Matching readers to texts

When engaging students in independent reading, it is important to match students' ability with the text they are reading. If a student spends time reading text that is too difficult, they are likely to become frustrated and lose interest. Students who spend time reading texts that are too simple may become bored; either case results in lack of interest and desire to read (Cullinan,2000). For a text to be considered at a students independent level, it should be read with at least 95 percent accuracy in word identification (Ivey, 2000).

Time spent reading daily: While matching students to appropriate texts is vital for a successful independent reading program, one must also consider the amount of time students will spend reading independently each day. Proficient readers can withstand longer periods of independent reading (up to 40 minutes). Struggling readers benefit from spending smaller chunks of time reading independently (20 minutes or less)(Ivey,1998). Another strategy to encourage students to read independently is to make sure that students have access to what they want to read. An interest inventoryis an excellent strategy to use when creating a classroom library filled with high-interest materials (Ivey, 1998). Teachers should also model reading in the classroom (Ivey,2000).

National Reading Panel and Independent Reading

Richard Allington found that the National Reading Panel’s report was not clear on the issue of independent reading as part of a teacher’s reading instruction. When Allington criticized the panel for almost leaving independent reading out of their report they responded by saying there is lack of evidence of achievement related to independent reading. They felt as if the research data indicates sustained silent reading in not effective if it is the only reading instruction going on in a classroom. The panel also said that the effectiveness of allowing students to have time to engage in independent reading is a question that has not been answered by research therefore they do not condemn or condone this practice. Unfortunately "in some schools independent reading practice has been largely banned as being unscientific, based on misrepresentations of the NRP findings" (Allington, 2005). This is a harmful effect presented by opponents of the National Reading Panel. The report has been misinterpretted and solid practices such as independent reading are being banned because they are not associated with "scientific" or "evidenced-based" research. Another concern of Allington's is the panels lack of concern for the students who do read and need instructional practices that promote their love for reading rather than systematic instruction on how to read. Some of these practices involve providing students with choices about what to read and supplying interesting reading materials for the students. Instead "the focus is on the "five pillars" of reading as set forth by the NRP (phonemic awareness, phonics, vocabulary, comprehension, and fluency). Other pillars, just as important to any scientific conceptualization of evidence-based reading instruction (motivation, effective instructional grouping, matching texts to students' development and needs, extended-time opportunities, instructionally informative assessment, writing, expert tutoring, and so on) are being routinely ignored" (Allington, 2005).

Conclusion

Teachers should provide students many opportunities to read independently in order to strengthen thier reading skills. An effective independent reading program should promote texts which are of high interest (books, letters, magazines, and comics of various genres) and allow students the freedom of self selection. Reading material should be matched with the students independent reading level. Research has shown that reading practice equals reading growth and if implemented correctly, independent reading programs are capable of causing great reading gains and success.

Internal supplementary links related to independent reading:

Fluency

Reading Levels of Books

automaticity

Reading Rate

Repeated Readings

External supplementary links related to independent reading:

The effects of independent reading on reading achievement-http://www.eduplace.com/rdg/res/literacy/in_read1.html

Independent reading and school achievement-http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume32000/independent.

http://www.indianalearns.org/readersindependent.asp

http://www.ncte.org/elem/topics/content/119260.htm

http://homepage.mac.com/ericmacknight/reading.html

References:

Allington, R. (2005). Ideology Is Still Trumping Evidence. Phi Delta Kappan (86)6 462-8

Cullinan, B.E. (2000). Independent Reading and School Achievement. School library reading research (vol. 3).

Houghton Mifflin Company (1997). The effects of independent reading in reading achievement. Retrieved February 28, 2007 from http://www.eduplace.com/rdg/res/literacy/in_read1.html

Ivey, G. (1998). "Discovering Readers in the Middle Level: A Few Helpful Clues".NASSP Bulletin. 82 (48-56).

Ivey, G.(2000)."Redesigning Reading Instruction". Educational Leadership 584(42-50).

Pikulski, J.J., (2006). Fluency: a developmental and language perspective. Samuels, S.J. & Fastrup, A.E. (Eds.). In What research has to say about fluency instruction (pp. 70-93). Newark, DE: International Reading Association.

Samuels, S.J. (2006). Toward a model of reading fluency. Samuels, S.J. & Fastrup, A.E. (Eds.). In What research has to say about fluency instruction (pp. 24-46). Newark, DE: International Reading Association.

Veatch,J. (1978). Reading in the Elementary School. New York:Richard Owen Publishers.