Karen Parker-Blog Post 2-  No More Independent Reading Without Support, Section 2
     Research has shown that the biggest factor is student achievement in reading is simply more reading.  This section in the book discusses the best ways to provide independent reading time for students.  At the beginning of the chapter, it discussed the correlation between the time spent reading and standardized test scores.  I have read this statistic in many places, but the thought I had was, "I've ditched my homework reading log!"  It may seem crazy that I am not requiring reading for homework, but my students ARE reading at home.  They are motivated to meet their reading goals, not just because they want a chance to win a drawing from the library (they do!), but also because they are interested in what they are reading.  
     Allowing students to have choice in their reading is very important, so I found the information about how difficult their reading materials to be very interesting.  I often have students that want to read books above or below their level because they are interested in it.  I encourage my students to read books near the top of their ZPD range, but the occasional book a little below their level will not hinder their growth.  Also, if a student wants to read a book above their level, with some support from me, the student can be allowed to read it.  The struggle with that is finding the time to offer enough assistance.  It's worth a try!
     Another interesting point to independent reading is giving students opportunities and instruction in reading a variety of genres.  Different strategies are used for different genres.  I think most students have a preference to a genre, but we need to encourage and provide instruction in different genres.  One way that I encourage reading in other genres, particularly nonfiction, is through partner reading from a text set of our current unit. 
    This section in the book gives helpful strategies to ensure independent reading time for our students.