I Can Do It By Myself!I Can Do It By Myself!Independent Reading in Independent Reading in

Elementary SchoolsElementary Schools

PresentedPresented

byby

Cherry CarlCherry Carl

CharacteristicsCharacteristicsof the Independent Readerof the Independent Reader

The independent reader:The independent reader:• Takes great pride in reading books to himself for Takes great pride in reading books to himself for

pleasurepleasure• Has developed control over the entire reading process Has developed control over the entire reading process

and cueing systems.and cueing systems.• Uses background experiences and knowledge Uses background experiences and knowledge

(schemata) (schemata) • Reads fluentlyReads fluently• Predicts and confirmsPredicts and confirms

Source: Reutzel and Cooter (1999)Source: Reutzel and Cooter (1999)

Presentation HighlightsPresentation Highlights

• What does research say about independent reading?What does research say about independent reading?

• The effects of independent reading on reading The effects of independent reading on reading

achievementachievement

• Assessing student independent reading levelAssessing student independent reading level

• In-school independent readingIn-school independent reading

• Out-of-school independent readingOut-of-school independent reading

• Motivating students to read independentlyMotivating students to read independently

• Retelling, reflecting, and revisitingRetelling, reflecting, and revisiting

Presentation HighlightsPresentation Highlights

• Reading workshop workshop

• Selecting texts for independent readingSelecting texts for independent reading

• Reading Responses and Record KeepingReading Responses and Record Keeping

• Independent reading rubricsIndependent reading rubrics

• AccountabilityAccountability

• Taking a Look at California Standards Taking a Look at California Standards

• ResourcesResources

What Does Research Say About What Does Research Say About Independent Reading?Independent Reading?

• In-school and out of free reading programs are In-school and out of free reading programs are

consistently effective. consistently effective.

• Studies show that free reading program are effective for Studies show that free reading program are effective for

vocabulary development, grammatical development, vocabulary development, grammatical development,

writing style, and oral language ability. writing style, and oral language ability.

• People who say they read more write better. People who say they read more write better.

• Children read more when they see other people reading.Children read more when they see other people reading.(Krashen, 1993(Krashen, 1993))

What Does Research Say About What Does Research Say About Independent Reading?Independent Reading?

• If children read 1 million words in a year, at least 1,000 If children read 1 million words in a year, at least 1,000

words will be added to their vocabulary.words will be added to their vocabulary.

• When books are readily available, when the print When books are readily available, when the print

environment is rich, more reading is done. environment is rich, more reading is done.

• Access to a school library results in more reading.Access to a school library results in more reading.

• Children read more when they listen to stories and Children read more when they listen to stories and

discuss stories.discuss stories.

(Krashen, 1993)(Krashen, 1993)

What Does Research Say About What Does Research Say About Independent Reading?Independent Reading?

The amount of time students spent in independent The amount of time students spent in independent

reading was the best predictor of reading achievement reading was the best predictor of reading achievement

and also the best predictor of the amount of gain in and also the best predictor of the amount of gain in

reading achievement made by students between second reading achievement made by students between second

and fifth grade.and fifth grade.

Anderson, Wilson, and Fielding (1988)Anderson, Wilson, and Fielding (1988)

What Does Research Say About What Does Research Say About Independent Reading?Independent Reading?

There is evidence that unless children read substantial There is evidence that unless children read substantial

amounts of print, their reading will remain laborious and amounts of print, their reading will remain laborious and

limited in effectiveness.limited in effectiveness.

LaBerge & SamuelsLaBerge & Samuels

The Effects of Independent The Effects of Independent Reading on Reading AchievementReading on Reading Achievement

• Improves reading achievementImproves reading achievement

• Builds fluencyBuilds fluency

• Increases vocabularyIncreases vocabulary

• Builds background knowledge and schemaBuilds background knowledge and schema

• Exposes students to diverse topics and information that Exposes students to diverse topics and information that

can be used in future readingcan be used in future reading

The Effects of ReadingThe Effects of ReadingFamiliar MaterialsFamiliar Materials

The reading of familiar materials enables the child to:The reading of familiar materials enables the child to:• Make meaningful predictions that can be checked.Make meaningful predictions that can be checked.• Practice effective strategies on easy materials.Practice effective strategies on easy materials.• Read with fluency and expression.Read with fluency and expression.• Experience the pleasure of revisiting favorite stories.Experience the pleasure of revisiting favorite stories.• Become more knowledgeable about story structure and Become more knowledgeable about story structure and

vocabulary.vocabulary.• Problem-solve independently.Problem-solve independently.

Dorn, et al , 1998Dorn, et al , 1998

Assessing Student Independent Assessing Student Independent Reading LevelReading Level

• Running RecordsRunning Records• Five-Finger TestFive-Finger Test• Readability FormulasReadability Formulas

In-School Independent ReadingIn-School Independent Reading

• Daily time for self-selected readingDaily time for self-selected reading

• D.E.A.R. (D.E.A.R. (DDrop rop EEverything verything AAnd nd RRead)ead)

• U.S.S.R. (U.S.S.R. (UUninterrupted ninterrupted SSustained ustained SSilent ilent RReading)eading)

• D.I.R.T. (D.I.R.T. (DDaily aily IIndependent ndependent RReading eading TTime)ime)

• Self-selected text or predetermined reading listSelf-selected text or predetermined reading list

• Familiar text: revisit guided reading books, journalsFamiliar text: revisit guided reading books, journals

• Builds confidence in problem solving new wordsBuilds confidence in problem solving new words

In-School Independent ReadingIn-School Independent Reading

• Single classroom or school-wideSingle classroom or school-wide

• Silent reading partnersSilent reading partners

• Literature Circles: reading for a purposeLiterature Circles: reading for a purpose

• Teachers participate as role modelsTeachers participate as role models

• Reading nooks support independent reading timeReading nooks support independent reading time

• Personal book baskets/boxesPersonal book baskets/boxes

• A good reading environment encourages reading A good reading environment encourages reading

(Krashen (1993)(Krashen (1993)

In-School Independent ReadingIn-School Independent Reading

• Reading logs, reading skills checklistReading logs, reading skills checklist

• Magazines and/or newspapersMagazines and/or newspapers

• BookmarksBookmarks

• Reading conference sheetReading conference sheet

• Leveled librariesLeveled libraries

• Thematic book basketsThematic book baskets

Out-of-SchoolOut-of-SchoolIndependent ReadingIndependent Reading

• Parent educationParent education• Access to school and public librariesAccess to school and public libraries• Thematic book bags to take homeThematic book bags to take home• Birthday backpackBirthday backpack• Summer reading listsSummer reading lists• Reading in bedReading in bed• The Three B’s: book ownership, book racks and bed The Three B’s: book ownership, book racks and bed

lamps (Trelease)lamps (Trelease)

Revisit, Reflect and RetellRevisit, Reflect and Retell

Richard Allington and Lucy Calkins suggest that we need Richard Allington and Lucy Calkins suggest that we need to have students engage in fewer formal responses to to have students engage in fewer formal responses to reading. They fear that students are asked too frequently reading. They fear that students are asked too frequently to write about or create a visual response. In many cases, to write about or create a visual response. In many cases, the best and most appropriate response to reading is the best and most appropriate response to reading is moremore reading.reading.

(For powerful strategies for revisiting, reflecting and (For powerful strategies for revisiting, reflecting and retelling, see Linda Hoyt’s book!)retelling, see Linda Hoyt’s book!)

Linda Hoyt, 1999Linda Hoyt, 1999

Motivating StudentsMotivating Studentsto Read Independentlyto Read Independently

• Book clubsBook clubs

• Breakfast clubsBreakfast clubs

• Reading events Reading events

• Poetry partiesPoetry parties

• Book talksBook talks

• Book “commercials”Book “commercials”

• Access to large amounts of high quality, engaging textsAccess to large amounts of high quality, engaging texts

Motivating StudentsMotivating Studentsto Read Independentlyto Read Independently

• Guest readersGuest readers

• California Young Reader Medal participationCalifornia Young Reader Medal participation

• Author/Genre studiesAuthor/Genre studies

• Teacher modelingTeacher modeling

• Recognition: rewards and certificatesRecognition: rewards and certificates

• Opportunities for in-school free choice readingOpportunities for in-school free choice reading

• Summer Reading ProgramsSummer Reading Programs

Motivating StudentsMotivating Studentsto Read Independentlyto Read Independently

• Active parent involvementActive parent involvement• Partnerships among community institutionsPartnerships among community institutions• Access to varied material that appeals to all ages and Access to varied material that appeals to all ages and

tastestastes• Authors’ visitsAuthors’ visits

Reading WorkshopReading Workshop

• Getting startedGetting started• Reading and response logsReading and response logs• Anecdotal notesAnecdotal notes• Setting guidelines and benchmarksSetting guidelines and benchmarks• Mini-lessonsMini-lessons

Teach children to value reading!!Teach children to value reading!!• Conferencing with studentsConferencing with students

Selecting TextsSelecting Textsfor Independent Readingfor Independent Reading

• Matching Books to ReadersMatching Books to Readers• Just-Right Books for Beginning Readers (Ellen Brooks, Just-Right Books for Beginning Readers (Ellen Brooks,

1996)1996)• For young readers look for books with large type, For young readers look for books with large type,

predictable patterns, interesting content and quality predictable patterns, interesting content and quality illustrations. (Bialostok, 1992)illustrations. (Bialostok, 1992)

• Avoid age restrictions.Avoid age restrictions.• Know your students!Know your students!

Reading ResponsesReading Responsesand Record Keepingand Record Keeping

• Reading response journalsReading response journals• Dialogue journalsDialogue journals• Double entry journalsDouble entry journals• Reading conferencesReading conferences• Book sharingBook sharing• Book reviewsBook reviews

Independent Reading RubricsIndependent Reading Rubrics

• Accountability pieceAccountability piece• Outstanding! Wow! So-So and Oops! (source: The Art of Outstanding! Wow! So-So and Oops! (source: The Art of

Teaching Reading by Lucy Calkins, page 78)Teaching Reading by Lucy Calkins, page 78)

California Language Arts California Language Arts StandardsStandards

In addition to their regular school reading, by grade four, In addition to their regular school reading, by grade four,

students read one-half million words annually, including a students read one-half million words annually, including a

good representation of grade-level-appropriate narrative good representation of grade-level-appropriate narrative

and expository text (e.g., classic and contemporary and expository text (e.g., classic and contemporary

literature, magazines, newspapers, online information). literature, magazines, newspapers, online information).

ResourcesResources

• Anderson, Wilson, Fielding (1988).Anderson, Wilson, Fielding (1988).

• Bialostok, Steven (1992) Raising Readers: Helping Your Bialostok, Steven (1992) Raising Readers: Helping Your

Child to Literacy. Winnipeg, Canada: Peguis Publishers Child to Literacy. Winnipeg, Canada: Peguis Publishers

Limited.Limited.

• Calkins, Lucy (2001). The Art of Teaching Reading. New Calkins, Lucy (2001). The Art of Teaching Reading. New

York: Addison-Wesley Educational Publishers, Inc.York: Addison-Wesley Educational Publishers, Inc.

• Cullinan, Bernice (2000). Independent ReadingCullinan, Bernice (2000). Independent Reading

and School Achievement.and School Achievement.

ResourcesResources

• Dorn, Linda et al (1998). Apprenticeship in Literacy: Dorn, Linda et al (1998). Apprenticeship in Literacy:

Transitions Across Reading and Writing. York, ME: Transitions Across Reading and Writing. York, ME:

Stenhouse Publishers.Stenhouse Publishers.

• Fountas, Irene and Pinnell, Gay Su (199). Guiding Fountas, Irene and Pinnell, Gay Su (199). Guiding

Readers and Writers Grades 3-6.Readers and Writers Grades 3-6.

• Hopkins, Gary. “Sustained Silent Reading” Helps Hopkins, Gary. “Sustained Silent Reading” Helps

Develop Independent Readers (and Writers). Education Develop Independent Readers (and Writers). Education

World.World.

ResourcesResources

• Hoyt, Linda (1999). Revisit, Reflect, Retell: Strategies for Hoyt, Linda (1999). Revisit, Reflect, Retell: Strategies for

Improving Reading Comprehension. Portsmouth, NH: Improving Reading Comprehension. Portsmouth, NH:

HeinemannHeinemann

• Krashen, Stephen (1993). The Power of Reading: Krashen, Stephen (1993). The Power of Reading:

Insights from the Research. Englewood, CO: Libraries Insights from the Research. Englewood, CO: Libraries

Unlimited, Inc.Unlimited, Inc.

ResourcesResources

• Reutzel, Ray and Cooter, Robert (1999). Balanced Reutzel, Ray and Cooter, Robert (1999). Balanced

Reading Strategies and Practices: Assessing and Reading Strategies and Practices: Assessing and

Assisting Readers with Special Needs. Upper Saddle Assisting Readers with Special Needs. Upper Saddle

River, NJ: Prentice-hallRiver, NJ: Prentice-hall• Trelease, Jim (1982) The Real-Aloud HandbookTrelease, Jim (1982) The Real-Aloud Handbook

• Weaver, Brenda (2000). Leveling Books K-6: Matching Weaver, Brenda (2000). Leveling Books K-6: Matching

Readers to Text. Newark, DE: International Reading Readers to Text. Newark, DE: International Reading

Association.Association.