“Blog Two: No More Independent Reading Without Support
Common Core states that students should be able to
“read and comprehend complex literary and informational texts independently and
proficiently.” While this book states that Common Core does not require the
independent reading to be accomplished during class time, it does require the
standard for all grade levels. The standard also specifies informational texts.
If you look in lots of early childhood classrooms, you will find that they are
filled with lots of fictional stories but less informational texts. The amount
of time students spend in IR (independent reading) makes a difference too. Good
readers and poor readers need differing amounts of IR time to get the most out
of the experience. The book states that “ . . .different time allocations
should be provided for students at different stages of development.” (REALLY?!
Not only do I need to let them read, I have to know how many minutes will be
most beneficial??!! Sorry – that is just a little much to expect.)
Studies conducted on students said that “. . .
reading easier texts during IR resulted in achievement gains” while other
studies showed that students needed to be challenged in their reading to make
gains. I’m not sure which I believe the most – or both could be correct under a
given set of circumstances. The classroom library makes a great difference in
students’ accessibility to the type and number of books – especially for poor
readers. A study by Krashen (2011) shows “ . . . access to books as a factor in
increased reading performance, while the evidence for workbooks, computer
programs and other materials is not as strong.”
Mark Twain said, “The man who does not read has no
advantage over the man who can’t read.”
Hi Sande,
ReplyDeleteI really enjoyed reading your post on your text, No More Independent Reading Without Support. I agree that children who are good readers need different IR time from poor readers, but that is impossible to monitor. Every reader, based on his or her reading ability,can't have different times based on their stage of development. That would make the role of a teacher even more stressful than it already is.
Hi Sande,
ReplyDeleteI agree with Debbie Miller, the author of this text in that the amount of time students spend each day in independent reading matters and what texts they spend their time on matters as well. Miller talks about the importance of texts that students can read as well as texts that they want to read - texts that are high interest about topics that they are interested in. You bring up a good point that many students are interested in informational topics of interest yet, many of our classroom libraries lack in informational texts for students to choose from.
I agree with you that reading easier books and books of challenge are both beneficial during independent reading level depending on the topic and the interest of the student. I have a nephew who can read challenging books on sharks and other animals because he has an intrinsic motivation and passion for this topic but with a narrative he does better reading on or slightly below to maintain stamina for an extended period of time. I believe a teacher who knows her kids individually and collectively can make the best decision about how long and the kids themselves along with a well stocked library alongside a great teacher can make good choices about books that "fit" during independent reading time.
Thank you!
Dawn and Melissa