Chapter 6: Plan for and Monitor Independent Reading

How can we teach reading and never give them time to do it?  Independent reading and time with texts is the most critical part of a reading program and yet way too often it is either absent or minimally implemented.  When an independent reading component is added, test scores go up.  There is much research to support this claim from leading experts such as Richard Allington, Jim Trelease, and Stephen Krashen among others.

Independent reading is NOT simply "everyone get a book out and let's read now!"  Routman cautions teachers to remember that students need to be reading books at their independent level, not books that are too difficult or too easy.  Students also need to be monitored throughout--just staring at the books is a waste of time.  BUT, if you want to become a better reader, you have to read more!!

So what is independent reading?  Routman defines independent reading with the following characteristics:

• The student chooses any book to read
• Teacher may guide selection
• Daily time to read, 30 minutes or more
• Excellent classroom library, essential
• Student reads mostly "just right" books
• Teacher monitors comprehension
• Student keeps a reading record
• Teaching occurs during a conference
• Teacher and student set reading goals

Monitoring the independent reading is vital to success.  This involves matching a book to the reader's abilities and interests; giving the reader opportunity to practice reading strategies being taught; monitoring, assessing, and evaluating the reading; and setting and working on goals for the student.

As a teacher begins the year with independent reading, conduct interviews and reading conferences to get to know your students as readers.  Our school district uses a DRA reading assessment with provides opportunity to gain much of this information.  It is a good one-on-one assessment that gives a lot of data about the student's reading abilities, interests, and gives an opportunity to talk about reading.

Routman lists the components of independent reading.

• A well-designed, well-stocked classroom library
• Sustained time each day in which to read
• "Just right" books
• An array of genres
• Time for sharing and book talks
• One-to-one student-teacher conferences
• Well-maintained reading records
• Established procedures

As you establish for independent reading with your class, you will want to discuss and agree upon procedures and guidelines for handling books, deciding what to read next when you can't find a book, and transporting books between home and school.

Think about using partner reading as part of independent reading.  Research shows that taking turns reading increases reader involvement, attention, and collaboration.  The teacher must teach the students what partner reading "looks like" and "sounds like."  Another important point to remember about establishing independent reading is to teach the students how to choose "just right" books.  They need to understand that these books they should be able to read confidently.  The books should be interesting and comprehensible.

Routman ends this chapter with these words, "Reading competence is closely tied to the amount of time children spend reading on their own, and students read more when they can choose their reading materials.  Reading satisfaction, too, begins with personal choice." (p.97)  I feel this sums it up completely.  Most teachers love to read and would thoroughly enjoy more time to do it, especially reading books we want to read.  Our students deserve no less consideration.  Remember, if you want them to be better readers, give them time and let them read.