R. Routman, Reading Essentials, Ch. 6: Plan for and Monitor Independent Reading
This chapter causes me to be frustrated with how reading instruction is occurring at my school. If research
strongly supports independent reading, then why are our resources (including
both time and money) being spent on programs like SRA? Scripted, direct instruction models do not
promote self-selection, written response to texts, partner reading or
conferencing- all of which are vital for an effective independent reading
program. Furthermore, the selections in our SRA texts are often rather obscure
and lacking in relevance to the lives of our students. I fear that SRA is perpetuating the notion
that reading is simply about word call and recall of facts or details from the text. Through the use of this program students are seldom asked to make meaning or connect to their schema and other texts. Without this, what is the purpose of reading?
OK, rant over.
The most helpful sections of this chapter I found to be the procedures/guidelines for implementing independent and partner
reading (pg 88-89, 91.) In the first few years of my
teaching I implemented Sustained Silent Reading without many rules or goals. I later learned that this doesn’t really have
much impact on improving students’ reading abilities. They need to have a purpose- implement a new strategy
we have learned, look for specific text elements, notice the author’s style, etc. This promotes accountability and makes “Read
to Self/Someone” time more valuable and important in the eyes of students. I find myself imagining how much conferencing I could do and how much independent reading could occur if the students and I had the 4 hours a week that are currently spent doing SRA.
You raise some excellent questions for thought! I feel that reflection on what we do in our classrooms, in our school, and across our district is very important and can result in meaningful, beneficial changes for students. I too did "SSR" in my earliest classrooms. It was the easiest section to plan in my lesson plan book, since all we wrote was "SSR". There were no strategies or topics to investigate! I have had the opportunity to see your classes partner read now and you have always done a great job of modeling how that should look and what the partners need to do. Keep it up, I know those kids love that type of exploring reading!
ReplyDeleteHi Lori,
ReplyDeleteYou brought up some very valid points about how research supports a literacy block that provides students with opportunities to choose books, to have time to read, write, and discuss with them, and for us as teachers to provide support not only on decoding or word-calling but on gleaning meaning for them so our students are understanding what they read. I too, love the strategies Routman suggests for improving the quality of our independent reading. Thank you for your thoughtful reflection! I agree with you! Sincerely, Dawn