This blog post is focusing on just one two page section of No More Independent Reading Without Support. In this section the discussion is about helping struggling readers during independent reading time, specifically Kamli's 2008 study. In this study students were put into three groups during IR time. Group one received an incentive program, teacher professional development, and informational books. Group two received information books and an incentive program. Group three received nothing. The first group ended up showing great gains in not only fluency, but comprehension (which is something I think many of our students today are struggling with). This is something I feel most schools are lacking. We have found the time for independent reading, we have incentive programs, but we are not training teachers on how to effectively conduct independent reading time.
The book also states that, "One of the most interesting findings of the research is that many of the IR activities suggest in this section, such as small-group instruction, are even more beneficial for striving readers than for average and above-average readers." This spoke volumes to me. This is the group of students that, for years, schools have been trying to find a way to grasp them and bring them up to grade level (*ahem*... No Child Left Behind.....). Struggling readers, and those behind in grade level reading, are so hard to catch up. I have even had students come to my sixth grade classroom, reading on first and second grade levels. These students have struggled so much that sadly, they get lost. If we fixed our independent reading techniques, and trained our teachers on successful ways to conduct IR, we could close the gap on our reading levels. Some suggestions the book gives for activities to support struggling readers during IR time are:
1. help in selecting books
2. time for reading in and out of school
3. during reading support
4. instruction focused on reading strategies
5. opportunity for small group discussion
Many teachers say they do not have time for independent reading in their classroom, but if we had the training and knowledge needed to partake in successful independent reading times, we could see a huge change in the literacy in our classrooms.
I totally agree Courtney! I think we do a good job at finding time, the incentive programs, and encouraging independent reading, but after reading this text, we are not doing enough to train teachers to effectively conduct independent reading time.
ReplyDeleteYes, our school wide SSR time is used by some as study hall and make up test time. Kinda loses the whole focus on reading. One year we had all the staff trained in Junior Great Books and that program wasn't successful either.
ReplyDeleteLoved your thoughts Courtney. I too struggle with time to get all best practices in each day (IR, small group, shared reading, etc.). When I do small group/guided reading, I don't have time to conference with independent readers. My students love independent reading and I never try to loose that time. I agree with Elizabeth, have we been effectively trained?
ReplyDeleteCourtney, this is so true--finding time in our schedules is one thing, but finding time to help teachers know how to use this time most effectively is completely another! And yes, using this time effectively is of vital importance for our striving readers. Without listening to an individual reader, it is easy to "lose" striving readers. Hopefully through this class you will have connected with a cohort of teachers who are wanting to use this time effectively, and you can be the trailblazers and supporters to your peers!
ReplyDelete