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Structured Independent Reading: Release the Power of Books

Structured Independent Reading: Release the Power of Books . Reading Resource Specialist Meeting April 27, 2011.

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Structured Independent Reading: Release the Power of Books

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  1. Structured Independent Reading:Release the Power of Books Reading Resource Specialist Meeting April 27, 2011

  2. Resolve to edge in a little reading every day, if it is but a single sentence. If you gain fifteen minutes a day, it will make itself felt at the end of the year. – Horace Mann

  3. Variation in Amount ofIndependent Reading What are the implications for our classrooms?

  4. Reading Research Quarterly Summer 1988 v23, n3 pp 285-303

  5. Independent Reading VariationOutside of School * Percentile rank on each of three achievement measures separately – comprehension, vocabulary, fluency ** Books, magazines, and newspapers *** Books, magazines, newspapers, comic books, and mail Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285-303.

  6. National Reading Panel Report, 2000 The National Reading Panel identified numerous studies that showed a correlation between volume of reading and reading achievement, HOWEVER, the National Reading Panel failed to find scientific evidence to recommend independent reading as an effective research-based contributor to reading instructional practice and achievement. Non-Structured versus Structured Independent Reading

  7. The Book Whisperer: Awakening the Inner Reader in Every ChildDonalyn Miller2009 Donalyn Miller teaches 6th grade language arts and social studies at Trinity Meadows Intermediate School in Keller, Texas.

  8. In the forward by Jeff Anderson, “She (Donalyn Miller) whispers practical ideas, validation, and fundamental truths about teaching independent reading that are often lost in the din of ever-increasing test prep mantras.” (p ix) “Instead of standing on stage each day, dispensing knowledge to my young charges, I should guide them as they approach their own understandings.” (p 15) “I realized that every lesson, conference, response, and assignment I taught must lead students away from me and toward their autonomy as literate people.” (p 16) “Peeking into my classroom . . . I recognize three trends (in struggling/reluctant readers): developing readers, dormant readers, and underground readers.” (p 24)

  9. “ . . . I have seen a heavy dose of independent reading, paired with explicit instruction in reading strategies, transform nonreaders into readers.” (p 25) “If I do not make time for them to read in school, why should they make time for it in their life?” (p 49) “Readers whispering back and forth about their reading experiences – this is how reading should look.” (p 102) “No matter how long students spend engaged in direct reading instruction, without time to apply what they learn in the context of real reading events, students will never build capacity as readers. Without spending increasingly longer periods of time reading, they won’t build endurance as readers, either.” (p 51)

  10. “Stephen Krashen reveals that no single literacy activity has a more positive effect on students’ comprehension, vocabulary knowledge, spelling, writing ability, and overall academic achievement than free voluntary reading.” (p 51) “Through conferences and reading response entries, I assess whether students are enjoying their books and comprehending them.” (p 95) “The reader’s notebook has several sections for recording students’ reading activities: genre tally list, reading list, books-to-read list, response entries.” (p 96) “In the section of my notebook that corresponds to the one where students write their response entries, I write conference notes instead.” (p 97)

  11. “We have created a culture of reading poverty in which a vicious cycle of aliteracy has the potential to devolve into illiteracy for many students. By allowing students to pass through our classrooms without learning to love reading, we are creating adults (who then become parents and teachers) who don’t read much.” (p 107) “I have never observed a student who developed a long-term reading habit because of an incentive program. Unfortunately, the only purpose these programs serve is to convince students there is no innate value in reading and that it is only worth doing if there is a prize attached.” (p 150) “Richard Allington’s findings from thirty years ago indicated that students weren’t spending enough time actually reading during reading instruction, and they still aren’t. The title alone of Allington’s landmark article If They Don’t Read Much, How They Ever Gonna Get Good? tells me everything I need to know.” (p 167)

  12. Readicide: How Schools Are Killing Reading and What You Can Do About ItKelly Gallagher2009 Kelly Gallagher teaches English at Magnolia High School in Anaheim, California.

  13. “As teachers consider the decline of reading, most point to the usual suspects – poverty, lack of parental education, print-poor environments at home, second-language issues, the era of the hurried child, and other (and easier) entertainment options that lure students away from reading. The focus has changed in our schools and not in a good way. High-interest reading is being squeezed out in favor of more test preparation practice.” (p 4) “Four major contributing factors causing readicide:(1) schools value the development of test-takers more than they value the development of readers,(2) schools are limiting authentic reading experiences,(3) teachers are overteaching books,(4) teachers are underteaching books.” (p 5)

  14. “When we consider what to do about readicide, we must start with the elephant in the room: how the overemphasis on testing is playing a major part in killing off readers in America’s classrooms.” (p 7) “I am not against teaching students how to take a test. However, the overemphasis of teaching reading through the lens of preparing students for state-mandated reading tests has become so completely unbalanced that it is drowning any chance our adolescents have of developing into lifelong readers. We are developing test takers at the expense of readers.” (p 7) “. . . the stated goal of NCLB: that every student in the United States be proficient in reading by 2014. It appears the opposite may be occurring. The global reading test was administered in 2001(one year before NCLB) and again in 2006.American students showed no gains in readingdespite the emphasis on NCLB.” (p 23)

  15. “. . . our students are in desperate need of large doses of authentic reading – the kinds of reading we, as adults, do in newspapers, magazines, blogs, and websites. These doses need to come from a mix of reading experiences, from longer, challenging novels and works of nonfiction to ‘lighter’ recreational reading.” (p 29) “By the third grade, students who suffer from ‘word poverty’ are often at a million-word reading deficit; by the sixth grade, they are already three grade levels behind their average-performing peers.” (p 32) “If those students who enter schools linguistically impoverished – thirty-two million words behind – do not read extensively, they will never catch up. . . . struggling readers who do not read voraciously will never catch up.” (p 43)

  16. “To become a lifelong reader, one has to do a lot of varied and interesting reading. If students don’t read much at home, school becomes the only place where ‘lighter’ reading can take hold. When schools deprive students of the pleasures of recreational reading, we end up graduating test-takers who may never again read for pleasure.” (p 45) “If students don’t have books, they will never develop into readers. If students only read in school, they will never become lifelong readers.” (p 46) “Studies have shown that many students lose ground in the summer months, particularly those students from print-poor home environments.If we are serious about preventing summer reading loss, then we have to get serious about discussing how to motivate our students to read over the summer.” (p 55)

  17. “If our students are to have any chance of discovering reading flow, if they are to have any chance to discover what it is like to come up for air while reading, if they are to have any chance of becoming lifelong readers, they will need what all readers need when they read: access to great books and large doses of uninterrupted time to read them.” (p 73) “Overteaching books not only prevents students from achieving reading flow, it creates instruction that values trivial thinking over deeper thinking and damages our students’ prospects for becoming lifelong readers. Underteaching can be as damaging as overteaching . . . teachers need to give students the proper level of instructional support without abandoning them or without drowning them in a sea of sticky notes, double-entry journals, and worksheets.” (p 87)

  18. Spread the LOVE of Reading Intrinsically Motivated Readers Become Lifelong Readers

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