The Teacher’s Role in Independent Reading

Tips for Implementing an Independent Reading Program

by Linda L. Cornwell

      To maximize the impact of independent reading and increase its power as an instructional activity, teachers must be strategic and intentional in their approach to independent reading.  Teachers should:

q   Establish high expectations for independent reading.  Tell the students the purpose for independent reading and help them set clear reading goals for their independent reading.

q   Allocate sufficient time for independent reading during the school day and over the course of the school year.

      m        Minimum daily recommendations:

            §     Primary grades: 5 minutes every day

            §     Intermediate grades: 20-30 minutes every day

            §     Middle and high school: 30 minutes three times a week

      m        Minimum requirement over time:

            §   6 months

q   Provide a classroom library containing a wide variety of engaging reading materials, including nonfiction, and representing a wide range of reading levels.

      m    The classroom library should average 8-15 books per student.

      m     Continuously add new materials to the classroom library.

      m     Partner with the school and/or public library to provide books for your classroom library.

q   Know children’s and young adult literature.  Stay abreast of new titles and trends.

q   Assist students in selecting materials they want to read and can read with success.

      m     Know each student’s reading levels and reading interests.

      m     Recommend books based on the student’s reading interests and independent reading level.

      m     Demonstrate how to select appropriate reading materials.

      m     Booktalk, booktalk, booktalk.

      m    Provide lists of books students would enjoy reading for pleasure to students and parents.

q   Establish a conducive reading environment in the classroom.

      m     Provide comfortable spaces to read.

      m     Minimize distractions and interruptions.

      m     Use extrinsic rewards sparingly and appropriately.

q   Monitor students’ reading. Continuously assess independent reading behaviors and attitudes.

      m    Know what students are reading and what they are finishing.

      m     Regularly conference with students to determine:

            §     What they understand about what they have read.

            §     How they feel about what they have read.

            §     What they are learning and gaining from their reading.

        m       Conduct informal conversations with students about their reading.

      m       Regularly review reading logs.

      m      Allow time following independent reading for individual reflection and sharing.

            §     Ask students to complete their independent reading log.

            §    Provide opportunities for students to talk about their reading and share their thinking.  Vary the 

                   sharing activities to include pair small-group conversations as well as whole group.

      m         Refrain from requiring book reports or tests over each book read for independent reading.

      m        Periodically administer an independent reading attitude survey.

q   Support reluctant, resistant, and unskilled readers.

      m    Help them find materials that are interesting and manageable. Start with shorter pieces of text rather   than lengthy books.

      m    Teach students how to overcome reading problems as they read on their own by providing mini-lessons to help them learn effective strategies and skills.

      m    Read the first few pages of the text aloud to the student.

      m    Partner-read the first few pages with the student.

q   Model for your students.

      m    Show students you value reading and identify yourself as a reader.

      m    Read with students during independent reading time.

      m    Share your thoughts and feelings about what you have read.

      m    Read aloud to students every day.  During read-alouds, model through “think alouds,” the strategies you use to comprehend text.

      m    Model the use and enjoyment of picture books and easy reading material.

q   Encourage students to read independently outside of school, especially during the summer months.