Suzanne Lee’s October Blog Post 3: Miller Section 2: “Why Not? What Works? Why Independent Reading Matters and the Best Practices to Support It”

As I read this section I found myself thinking, “This really does make sense.”  Moss tells us throughout the chapter that Independent Reading is very effective.  She quotes studies that indicate students who read more independently are in general better readers.  Of course as a teacher I know that students need to be reading more independently.  Of course students who do this will be better readers.  But, now I must reflect and begin to implement ways to get them to REALLY be reading independently.

Moss tells us the first critical component of IR is TIME.  There that word is again.  Okay, in my last blog, I realized that I do have time more time than I realized.  However, right now we are using that time to build stamina.  I know that eventually their stamina will grow. My concern is that IR time can only be so long right now due to stamina.  This does not allow much time for conferencing.  So far, I have only been able to confer with 1-2 students during IR time. The goal is eventually 4 a day.  On page 17, Moss also stated that the time spent on word recognition and alphabet does not “predict improved achievement”.  I am torn between being upset and relieved.  I am relieved because my team and I have decided to cut down our time spent on isolated letter sounds.  I am upset because in the past many of our programs for our STRUGGLING readers have worked and spent so much time on alphabet help. 

Moss discusses choice as another component of IR. She says students will “read more, understand more, and are more likely to continue to read when they have the opportunity to choose what they read.”  She also states that students need a great deal of these books to be on their level.  I believe this is true. As a district we are going to have to slowly do “classroom library makeovers”.  As a kindergarten teacher, my on-level books are just not that great. The children do not choose them when they “shop”. I recently ordered a boxed set of animal ones that are on their level because my students love animals.  This was $75.00.  I hope to get more, but it will take time.   I am thinking that instead of buying so many books to incorporate into areas of study,   Sometimes I think that, just like time, we have more money to increase libraries than we realize. We need to spend more money on books that the kids like.  Face it; many of our Eagles do not come from homes where books can be bought.  If we want them to read, we have to get them “hooked”.

 Another important practice of IR is teaching students “what, why, and how readers read.” As a teacher I have worried about my struggling readers.  I know that children can “read pictures”, but I also know that they have to eventually read words.  I have often worried that my lower readers have spent IR time just looking at pictures of books that they enjoy but cannot comprehend. I realize that I need to spend a great deal of time on mini-lessons modeling how to read certain genres.  Throughout this section, Moss discusses ways to model.  I loved the way she mentioned that IR does NOT have to be silent on page 34.  This was my favorite part of this section.  She tells the reader that “choral reading, partner, or assisted choral reading” can be part of IR.  My wheels are spinning.  I will scaffold my struggling groups during Guided Reading with oral reading help; therefore, I will also be producing independent readers.

Moss made many more points   in this section.  However, the main point she makes is that teachers must be monitoring the students during IR.  We can help them make choices, check comprehension, and fluency.  Just remember, the teacher has an ACTIVE role in IR not just one of an observer.