Terri Thrailkill, Plan for and Monitor Independent Reading

It is not surprising that research strongly supports independent reading in the classroom.  It stands to reason that students who read more, read better, and experience higher reading achievement. Although substantially increasing the amount of time students read may have a positive impact on reading achievement, just adding time and space for independent reading is not enough.  In this chapter, Regie Routman defines independent reading as a “carefully designed, structured reading program that includes demonstrating, teaching , guiding, monitoring, evaluating, and goal setting along with voluntary reading of books students choose.”

As with everything else in the classroom, the effectiveness of independent reading depends on the teacher. An organized and well-stocked classroom library that includes students’ interest and preferences, along with a place for comfortable seating, is crucial. Negotiating guidelines and modeling carefully thought through procedures for independent reading time is essential for success.  Instead of “take out a book and read”, students should be matched with a text that they can read and enjoy.  Routman says that we must “set the learner up with just enough of a challenge so he can work out problems for himself and become self-monitoring, self-regulating, and independent.  Too much challenge will lead to frustration, too little will eventually lead to boredom.” If students are going to grow as readers, they must be taught to select “just right books”.  Easy, patterned books with familiar vocabulary are necessary for building confidence, fluency, and comprehension, but students must also learn to choose books with enough challenge to practice strategies while being introduced to a variety of genres, writing styles, and new vocabulary. Routman suggests that the process of teaching students to select “just-right” books may begin in shared writing with a list of guidelines generated by the students.  I especially liked the simple guidelines suggested for grade 1, as well as the idea of sharing these guidelines with parents and encouraging them to use these criteria for selecting books with their children.

Routman believes that “a carefully monitored independent reading program is the single most important part of your reading instructional program.” By carefully monitoring students, a teacher is able to connect independent reading with teaching and evaluating. She should get to know her students as readers through interviews and reading conferences.  Continued monitoring reveals what skills and strategies should be taught next and what students could be grouped together for shared reading experiences.  Teacher feedback is an important component in making sure that students are applying what they have been taught, are comprehending what they read, and are continuing to set goals. Teaching students to maintain a reading record is recommended. Including texts other than books, like magazines, catalogues, student published stories, newspapers, comic books and the like may serve to keep students engaged.

Allowing time for students to discuss what they are reading and share their thoughts is an important part of independent reading. This may be done in pairs or small groups usually at the end of independent reading.  Partner reading is also a good way for students to improve as readers.  Research shows “that taking turns reading increases reader involvement, attention, and collaboration.” Routman stresses that partner reading needs to be carefully modeled before implementing and offers a list of helpful guidelines.  When in place, partner reading provides a way to manage the rest of the class while the teacher works with small groups.

Routman strongly believes that “independent reading is not just another activity to add to your reading program but is the crucial learning context in which the reader assumes responsibility for applying smart reading behavior in order to gain and maintain understanding. “ It provides the learner with essential practice necessary to become successful independent readers.  Reflecting on my teaching career, I regret that I did not understand the impact of independent reading on comprehension and reading achievement. I modeled strategies and demonstrated other skills during guided reading.  I feel good about my well-stocked and organized classroom library.  I was fortunate to work with a fellow teacher that also valued her classroom library.  We shared books and other texts and had a classroom check-out system that allowed students to not only enjoy reading in class but also at home.  I think I did a good job of keeping my students excited about growing as readers.  However, Routman has shown me the importance of monitoring student progress during independent reading time and using that information to help drive my teaching of needed skills to help my students move forward.  I realize now that I probably missed an important part of the puzzle and would increase my independent reading time and use that opportunity to gather information on my growing readers more wisely.