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No More Independent Reading Without Support

No More Independent Reading Without Support

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"What if there was a time when things slowed down? No rotations, activities, or worksheets-just you, your kids, and books. Would you take it?" -Debbie Miller and Barbara Moss

We know children learn to read by reading. Is independent reading valuable enough to use precious classroom minutes on? Yes, writes Debbie Miller and Barbara Moss, but only if that time is purposeful.

DEAR and SSR aren't enough. Research shows that independent reading must be accompanied by intentional instruction and conferring. Debbie and Barbara clear a path for you to take informed action that makes a big difference, with:

  • a rationale for independent reading that's worth finding the time for
  • research evidence on its effectiveness and instructional best practices
  • a framework with 10 teaching tactics for starting and sustaining success.

"When we set children loose day after day with no focus or support, it can lead to fake reading and disengagement," write Debbie and Barbara. "It's our job to equip children with the tools they need when we're not there." Read No More Independent Reading Without Support and find out how.

About the Not This, But That Series
No More Independent Reading Without Support is part of the Not This, But That series, edited by Nell K. Duke and Ellin Oliver Keene. It helps teachers examine common, ineffective classroom practices and replace them with practices supported by research and professional wisdom. In each book a practicing educator and an education researcher identify an ineffective practice; summarize what the research suggests about why; and detail research-based, proven practices to replace it and improve student learning.

Read a sample chapter from No More Independent Reading Without Support.

Product Details

ISBN-13: 9780325049045
Publisher: Heinemann
Publication date: 09/12/2013
Edition description: New Edition
Pages: 96
Sales rank: 201,591
Product dimensions: 7.40(w) x 8.70(h) x 0.30(d)

About the Author

Debbie Miller is a teacher, author, and literacy consultant. She taught in the Denver Public Schools for thirty years and now works extensively with schools and districts on long-range planning and development of literacy programs. Debbie is the author or co-author of many resources for teachers, including Reading with Meaning, No More Independent Reading Without Support, and the forthcoming What's the Best That Could Happen? Follow Debbie on Twitter @millerread

Nell K. Duke, Ed.D., is a professor of language, literacy, and culture and faculty associate in the combined program in education and psychology at the University of Michigan. Duke received her Bachelor's degree from Swarthmore College and her Masters and Doctoral degrees from Harvard University. Duke's work focuses on early literacy development, particularly among children living in poverty. Her specific areas of expertise include development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She currently serves as Co-Principal Investigator on projects funded by the Institute of Education Sciences, the National Science Foundation, and the Spencer Foundation. Duke is the recipient of the American Educational Research Association Early Career Award, the Literacy Research Association Early Career Achievement Award, the International Reading Association Dina Feitelson Research Award, the National Council of Teachers of English Promising Researcher Award, and the International Reading Association Outstanding Dissertation Award. Nell is author and co-author of numerous journal articles and book chapters as well as the books Reading and Writing Informational Text in the Primary Grades: Research-Based Practices; Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to Five; Beyond Bedtime Stories: A Parent's Guide to Promoting Reading, Writing, and Other Literacy Skills From Birth to 5; and her most recent book, Reading and Writing Genre with Purpose in K - 8 Classrooms. She is also editor of The Research-Informed Classroom book series, co-editor with Ellin Keene of the Not This But That book series, and co-editor of the book Literacy Research Methodologies. Duke teaches preservice, inservice and doctoral courses in literacy education, speaks and consults widely on literacy education, and is an active member of several literacy-related organizations. She has served as author and consultant on a number of educational programs, including Buzz About IT, iOpeners, National Geographic Science K-2 and the DLM Express. Duke also has a strong interest in improving the quality of educational research training in the U.S. Nell is currently overseeing IRA's Literacy Research Panel blog, which you can follow here:

Barbara Moss is coauthor of No More Independent Reading Without Support, part of the Not This, But That series. Barbara is a professor of literacy education at San Diego State University, where she teaches courses at the credential and masters levels. She has been a reading specialist, a reading supervisor, and presently works in an urban San Diego high school as a literacy coach. She has published numerous journal articles, books, and educational materials. Her areas of research interest include informational texts, content area literacy, and children's literature.

Ellin Oliver Keene has been a classroom teacher, staff developer, non-profit director, and adjunct professor of reading and writing. For sixteen years she directed staff development initiatives at the Denver-based Public Education & Business Coalition. She served as Deputy Director and Director of Literacy and Staff Development for the Cornerstone Project at the University of Pennsylvania for four years. Ellin works with schools and districts throughout the country and abroad with an emphasis on long-term, school-based professional development and strategic planning for literacy learning. She serves as senior advisor at Heinemann, overseeing the Heinemann Fellows initiative and is the editor of the Heinemann Professional Development Catalog-Journal. Ellin is author of Engaging Children: Igniting a Drive for Deeper Learning (2018), is co-editor and co-author of The Teacher You Want to Be: Essays about Children, Learning, and Teaching (Heinemann, 2015); co-editor of the Not This, but That series (Heinemann, 2013 - 2015); author of Talk About Understanding: Rethinking Classroom Talk to Enhance Understanding (Heinemann, 2012), To Understand: New Horizons in Reading Comprehension (Heinemann, 2008), co-author of Comprehension Going Forward (Heinemann, 2011), Mosaic of Thought: The Power of Comprehension Strategy Instruction, 2nd edition (Heinemann, 2007, 1st edition, 1997) and author of Assessing Comprehension Thinking Strategies (Shell Educational Books, 2006) as well as numerous chapters for professional books and journals on the teaching of reading as well as education policy journals. Ellin is a Heinemann PD provider, presenting One-Day Workshops, Webinars Series, and all forms of On-Site PD. She is most sought after for her long-term professional development residencies in partnership with Heinemann Professional Development. Click here for an overview of the Keene Residency. Listen to Ellin and Tom Newkirk reflect on the 20th anniversary of Mosaic of Thought on The Heinemann Podcast. Follow Ellin on Twitter @EllinKeene.

Table of Contents

Introduction Nell K. Duke vii

Section 1 Not This

Is There Enough Time? And Is Time Enough to Support Independent Reading? Debbie Miller 1

Finding the Time 1

How Can You Find the Minutes? 3

What Benches Are You Guarding? 4

More Than Just DEAR or Sustained Silent Reading 7

Section 2 Why Not? What Works?

Why Independent Reading Matters and the Best Practices to Support It Barbara Moss 11

Does Independent Reading Influence Student Achievement? 11

If We Know Independent Reading Is Effective, Why Don't We Do It? 13

A New Reason for Independent Reading: The Common Core State Standards 15

What Practices Are Critical for Effective Independent Reading? 16

Students Need to Be Given Classroom Time to Read 16

Students Need to Be Able to Choose What They Read 18

Students Need Explicit Instruction About What, Why, and How Readers Read 19

Boost the Number of Texts Students Read 24

Students Need Access to Texts 27

Students Need Teacher Monitoring, Assessment, and Ongoing Support During Independent Reading 30

Students Need to Talk About What They Read 35

Why Independent Reading Matters Most for Striving Readers and English Learners 36

The Last Word: An Overview of Independent Reading Implementation by Teachers 38

Section 3 But That

An Instructional Framework for Supporting Classroom Independent Reading Debbie Miller 41

A Recommended Day in the Reading Block 42

How Much Time Did We Find? 44

Making the Most of Independent Reading 47

Provide Purpose: What, How, and Why Readers Read 48

Keep It Authentic: Do Readers Do This in the World? 48

Support Choice: Teach Students How to Choose Books 49

Provide Explicit Instruction About What, How, and Why Readers Read 51

Tactics Teachers Can Use to Keep Things Hopping During IR 55

Tactic 1 Get books in their hands 55

Tactic 2 Organize your books for easy access 57

Tactic 3 Start with small chunks of classroom IR time 57

Tactic 4 Monitor IR 58

Tactic 5 Differentiate instruction and create accountability through conferring 59

Tactic 6 Use a catch to refocus the group 61

Tactic 7 Invite students to reflect on and share their learning 61

Tactic 8 Use partner reading and book clubs to get students talking and reading independently 63

Tactic 9 Assess students' progress as independent readers 64

Tactic 10 Support independence through assessment choices 68

The Kind of Independent Readers We Want Our Students to Be 69

Afterword Ellin Oliver Keene 71

References 73

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