Independent Reading

"A longstanding, highly respected body of research definitively shows that students who read more, read better, and have higher reading achievement."

-Regie Routman

This makes sense; however, independent reading is most efficient when their reading practice is being monitored. 

Students that are independent reading need to be:

• Matched with books/other reading material that they can read and understand.
• Reading a text they enjoy.
• Practicing and trying out strategies. Monitored, assessed, and evaluated on the books they are reading
• Being taught strategies and how to apply them to problem solve and read independently.
• Setting and working on goals to further improve their reading comprehension.

At my school there has been a lot of debate as to whether or not Independent Reading is appropriate for Kindergarten. In the text, Routman discussed the value of independent reading in kindergarten and also explained what it looks like.

In a Kindergarten classroom, much of daily independent “reading” is really spent looking at books. Students gain confidence as readers by browsing, interacting with, and enjoying reading materials they choose to “look” at. Often, these are familiar books, poems, charts, and texts that have previously been read during shared reading or read-alouds or created during shared writing. (Routman 2003)

In Kindergarten, Independent reading should start at 10 minutes and increase to 20 minutes by the end of the year. Students use this time to become familiar with the way books work, concepts of print, and to develop a positive attitude about reading. While students are reading, teachers are walking around and observing students read, taking anecdotal notes, giving encouragement, and setting goals.