740 independent reading
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Kathryn's PPoint for Jigsaw, Module 2.TRANSCRIPT
The Importance of Independent Reading:What the research says!Samuels and Farstrup Ch. 6
Powerpoint by Kathryn L. DuselEDU 740
Literacy Educators have TWO Goals:
To teach our students to read
To teach our students to want to read
Kasten and Wilfong (2005)
Q: What is Independent Reading?
A: Time spent silently reading self-selected texts
TWO GOALS of Independent Reading:1. To promote positive attitudes toward reading
(Heathington, 1979; Manning, Lewis, & Lewis, 2010; Midgley, 1993; Mizelle, 1997)
2. To provide students with the reading practice they need to become proficient (Allington, 1977, 2009; Gambrell, 2009)
The Relationship Between Time Spent Reading and Reading AchievementAnderson, Wilson, and Fielding (1988)
Time spent reading predicts gains in achievement between second and fifth grade Students who scored in the 90th
percentile: Spent nearly 5 times as many minutes per
day reading than those scoring in the 50th percentile
Over 200 times more than students who scored in the tenth percentile
Time spent reading predicts achievement in comprehension, vocabulary, and reading speed
Teachers can influence the amount of time students spend reading outside of school!
How?
1. Reading aloud2. Providing independent reading time
during school hours
Research Support for Independent Reading
Moore, Jones, & Miller, 1980Sadoski, 1980Wiesendanger & Birlem, 1984Yoon, 2002
Overall, Sustained Silent Reading (SSR) has a consistent and positive effect on reading attitudes!
Early studies showed that SSR is neither more nor less effective than other approaches to reading
Also… when compared to other approaches, the findings for benefits to higher-level reading skills for SSR were inconclusive
Later reviews support earlier claims that providing SSR time for students to read self-selected texts facilitated development of positive attitudes toward reading
One Decade, Two Major Reports
Teaching Children to Read (NRP)To Read or Not to Read (NEA,
2007)
Teaching Children to Read Reported a lack of research support for
independent reading Challenged the practice of providing classroom
time for SSR NRP concluded that there were insufficient
numbers of scientifically based research studies In spite of this, NRP acknowledged that good
readers read the most and poor readers read the least
The more children read, the better their fluency, vocabulary, and comprehension
To Read or Not to Read (NEA)
Conducted studies to determine American reading habits
Unsettling findings:1. Americans are spending
less time reading2. Reading comprehension
skills are declining
CONCLUSIONS: Pleasure reading correlates
strongly with academic achievement
Individuals who engage in reading for pleasure are better readers and writers than nonreaders
Children and teenagers who read regularly scored better on reading tests
Startling Statistics: Nearly half of Americans ages 18-24
reported reading no books for pleasure From 1984-2004, the percentage of 13-
year-olds who reported that they “read for fun” declined from 35%-30% For 17-year-olds the decline was from
31% to 22% As individuals read less, they read less
well resulting in lower academic achievement
Recent StudiesManning, Lewis, & Lewis (2010)Reutzel, Fawson, and Smith (2008)Kuhn and Schwanenflugel (2009)Allington (2009)
Effects of ScSR with GROR
Scaffolded Silent Reading And Guided Repeated Oral Reading
Silent reading Wide reading Independent-level texts Varied genres Teacher monitors and
interacts with individual students
Book response assignments
Both practices tended toward tedium and decreased enjoyment of reading
Effects of Fluency-Oriented Reading Instruction (FORI) and Wide Reading
Oral reading rather than silent reading Has implications for independent reading Students read and re-read a single text each
week in the FORI group Wide-reading group read and re-read three
different texts Wide-reading group demonstrated greater
fluency than FORI group and had more positive self concept as readers
Increased reading practice matters more than which technique is used to foster expanded reading activity
The Use of Software Programsto Manage Reading
Accelerated Reader and Reading Counts Both programs assess students’ level and allow
students to choose and read books at that level After reading, students complete a computerized
comprehension quiz
FINDINGS:Schools that use reading management programs have
more books in their libraries and allow more time for sustained silent reading
Caution: More empirical evidence is needed to support the
effects of reading management programs
Research-Informed Visions of Independent Reading in the ClassroomAllington (2009)Hiebert & Reutzel, (2010) Kelly & Clausen-Grace (2006)Reutzel et al., (2008)Samuels & Wu (2003)
Teacher Scaffolding for Successful Reading Practice
The stamina of readers can be supported by effective independent, silent reading practice
Students should be taught to select appropriate texts
Teachers should hold book conferences
Three phases: Read and Relax Reflect and Respond Rap
Effective Practice and Engaged Reading
Engaged reading is when students actively use cognitive processes and strategies while reading
Not all children are engaged in real reading during independent reading time, especially struggling readers
Teachers should: Help students choose
appropriate books Allow time for social
interaction about books
Time Devoted to Independent Reading in School The time spent reading in school has
been low over the last 30 years Some research has suggested that
students should spend 90 minutes engaged in independent reading during the school day
Time spent reading and writing should be greater than time devoted to instruction
Appropriate Levels of Text
Not all students are capable of selecting appropriate textReading easy texts promotes reading engagement and achievement to a greater extent than does reading more difficult textsStruggling readers may need a steady diet of “high-success” reading experiences with books they can read with at least 99% accuracy Teacher guiding may be necessary to ensure struggling readers are choosing the right level text
Social Interactions Around Books During Independent Reading
Social interaction promotes achievement, higher-level cognition, and desire to read Students who have opportunities to interact socially with peers during literacy activities are more motivated to readStudents who engage in frequent discussions about reading with friends and family are more motivated read and have higher reading achievement
To Sum Up:IF: Students to read appropriate texts Students have more time to read in school Students have meaningful interaction
when it comes to readingTHEN:o Students will achieve higher reading
scoreso Students will LOVE reading!
The End!This concludes Kathryn Dusel’s portion of the jigsaw wiki for Module Two of EDU 740