With such a provocative title, it’s no wonder that I received a number of responses. Among the responses, Dr. Stephen Krashen responded numerous times. Dr. Krashen has always served at the foremost advocate of free voluntary reading, essentially the more scholarly tag for SSR. In fact, Dr. Krashen has a new book out on the subject. For those teachers who are unfamiliar with Dr. Krashen’s work, here is a brief bio:

Stephen Krashen, Ph.D. is Professor Emeritus at the University of Southern California Rossier School of Education Division of Learning and Instruction. From the USC website: “Stephen Krashen is an expert in the field of linguistics, specializing in theories of language acquisition and development. Much of his research has involved the study on non-English and bilingual language acquisition.”

Dr. Krashen is a prolific author. The following books are but a representative sample: The Power of Reading (Second Edition, 2004),  Foreign Language Education the Easy Way (1998), Explorations in Language Acquisition and Use (2003), and his newest contribution-Free Voluntary Reading (2011).

I am a seventh-grade English-language arts teacher with my BA out of USC and MA (reading specialist) out of California State University, Sacramento. I’m also a small potatoes educational publisher of ELA/reading resources to differentiate instruction.

Given the richness of Dr. Krashen’s gracious responses to my persistent challenges and questions, I felt it would be helpful to post the unedited exchange. MP for Mark Pennington and SK for Stephen Krashen. If readers wish to read my entire comments (to which Dr. Krashen refers), here is the original posting: Why Sustained Silent Reading (SSR) Doesn’t Work.

June 26th, 2011 at 12:00 | #1

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SK: First of several comments:

MP: 1. Reading Research Does Not Support SSR
“According to the Report of the National Reading Panel (2000), the experimental design studies on SSR indicate no statistically or educationally significant differences between those students who do SSR and those students who do not. Some educational researchers have criticized the findings of the National Reading Panel, arguing that long term correlational studies do suggest that students doing SSR gain more in reading than those who do not. However, correlation does not imply causation.”
SK: My criticisms of the NRP conclusions on SSR are not based on correlational studies. Please see not only Power of Reading (second edition, 2004), but also two articles on this topic, free download, at http://sdkrashen.com/index.php?cat=2. Both published in the Phi Delta Kappan. There are also numerous short articles and exchanges published in Education Week and other places on the NRP report.

June 26th, 2011 at 12:01 | #2

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MP: 2. There is Not Enough Class Time for SSR
SK: According to my interpretation of the research, see citations in previous post, SSR does very well when compared with traditional instruction in direct comparisons, which suggests that it is efficient. Also, students who do SSR do more reading outside of school. It increases interest in reading.

June 26th, 2011 at 12:02 | #3

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MP: 3. Free Choice Reading in SSR Does Not Maximize Reading Development
“Students often choose books with reading levels far below or far above own their reading levels and so do not experience optimal reading growth. Most reading experts suggest a 95-98% word recognition level as being necessary for comprehensible input and vocabulary acquisition. To be crass, allowing students to choose their own reading material, without any guidance, lets the lunatics be in charge of the asylum.”
SK: I comment on this in my responses to the NRP. See especially http://sdkrashen.com/articles/in-school%20FVR/all.html, which was published in the Phi Delta Kappan (it is listed as submitted).

June 27th, 2011 at 08:17 | #3

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MP: 3. Having read your defense of reading “books too easy,” yes I agree that there will be language left to learn via context clues, structural analysis, etc. However, I do believe you sidestep the issue here. Why not “limit” self-selected independent reading to optimal word recognition levels and/or other measurements to maximize vocabulary growth? It’s not as if there aren’t enough compelling books to choose at their independent levels-the motivational component remains. And, unless I am mistaken, you don’t address the issue of students who select frustration-level texts because their peers are reading such or they like the perceived theme, e.g. vampires. Furthermore, I haven’t seen you comment on free choice with respect to reading widely in a variety of genres and other print media. As a reading specialist, it just seems that we need to get more bank for our buck with independent reading than is the case with SSR (or FVR) taking up huge amounts of class time and the free choice component limiting optimal reading development. Does your new book, Free Voluntary Reading, address these concerns? BTW Go Trojans! Class of ’78.

June 26th, 2011 at 12:02 | #4

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MP: 4. SSR is Not Teaching
“SSR devolves the responsibilities and applications of reading strategies, comprehension or vocabulary development, and literary analysis to children. I’m not saying a teacher should exclusively assume the role of “sage on the stage,” but a “guide on the side,” should guide, not merely model.
Additionally, SSR is not appropriate for all students. SSR does not magically differentiate instruction. For example, some students (even secondary learners) need oral fluency practice, not independent silent reading. Other students already read extensively at home and do not need more independent reading time.”
SK: SSR is part of a reading program, not all of it. And MANY of these “needs” are developed as a result of reading.

June 26th, 2011 at 12:03 | #5

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MP: 5. “Reading researchers Von Sprecken and Krashen concluded that children were more likely to read during SSR when certain conditions were in place: When there was access to interesting reading in the classroom and students are not required to bring their own reading material, when teachers read while students are reading, and when teachers made efforts to promote and discuss certain books the researchers found that 90% of students were reading. Even in a class in which none of these conditions were met, however, Debra Von Sprecken and Stephen Krashen found that 80% of the students were reading when observed. (California Reader, 1998, 32(1): 11-13) Not many teachers I know would be satisfied with a classroom instructional strategy in which from 4 to 9 of their 36 students (10-20%) did not participate.”
SK: The 80% is the result under the weakest conditions.

June 27th, 2011 at 07:54 | #5

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MP: 5. However, even the optimal 90% leaves out quite a few students and these are typically the ones with the greatest reading challenges. Why not, instead, use class time for reading instruction that engages all learners? Additionally, many teachers have used SSR under the certain conditions described in the study (such as Yours Truly) and abandoned the strategy because participation was nowhere near the 80-90 percent.

June 26th, 2011 at 12:04 | #5,6

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5. continued and MP: 6: SSR requires band aids, e.g. monitoring, assessing, checklists, questions, discussions, reader response, plot diagrams, etc.
SK: SSR works quite well all by itself. Again, see my citations. Do these supplements help? You have to list sources and show us the relevant research that demonstrates that these activities are superior to self-selected reading for pleasure.
I suspect that most of them are not and when added to SSR do not increase SSR’s efficiency (Manning et al study is an interesting exception).
The ones that are worth-while are part of literature study (readers  theater, circles, discussions). SSR is not literature study, it is a supplementary activity. Many criticisms of SSR complain that it is not literature study. This is true. We need both.
PS: I love Atwell’s book, the Reading Zone. A great way to integrate self-selection with literature study.

June 26th, 2011 at 12:04 | #7

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MP: 7. SSR Turns Recreational Reading into a School Thing
“Let’s face it. SSR is coercive and required in a contrived setting—hardly the conditions that will transfer to recreational reading out of the classroom. If our end goal is to get students to become lifelong independent readers outside of the school experience, shouldn’t we teachers work toward that end?”
SK: Fair enough, an empirical question: Does SSR result in an independent reading habit. The studies so far say that it does.

June 26th, 2011 at 12:05 | #8

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MP: 8. SSR Gives Up on Students, Peers, and Parents
“I advocate abandoning classroom SSR and assigning independent reading as homework.”
SK: If SSR is coercive in school, it is also coercive as homework, especially if we follow your guidelines (novels only, require reading different genres, strictly monitored). But again, this is an empirical question: Does SSR homework result in an independent reading habit?
PS: I am looking forward to a detailed study of the effectiveness of a program following your guidelines.

June 26th, 2011 at 12:05 | #8

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Unrepentant commercial announcement; I have a new book out: Free Voluntary Reading. Available on Amazon.

June 26th, 2011 at 16:22 | #8

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MP: Look forward to it.

June 26th, 2011 at 16:26 | #8

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MP: You are right. My independent reading homework is just as coercive as in-class SSR; however, it is real life reading, not a classroom program.

July 3rd, 2011 at 22:47 | #20

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MP: In response to Mary’s comment: “Just to clarify, the National Reading Panel (2000) did cite studies showing improvement for students whose SSR time was combined with reading conferences and/or discussion.”

“Mary, I’m afraid these studies are not listed in the NRP report. The only reference regarding SSR and other reading instruction is the following: “The available data do
suggest that independent silent reading is not an effective practice when used as the only type of reading instruction to develop fluency and other reading skills, particularly with students who have not yet developed critical alphabetic and word reading skills.” (NRP 12) And Dr. Krashen has commented on this finding by agreeing that SSR is not a comprehensive reading program.”

SK: (1) The NRP comment addresses a position that nobody has ever held (or ever stated, to my knowledge). No, SSR is not a comprehensive reading program. Nobody ever said it was. It is used for a few minutes each period, e.g. 10-15 minutes. That is how SSR has always been done.
(2) The NPR says SSR is not for those who haven’t developed “critical alphabetic and reading skills.” Again this is an attack on the position nobody has ever held. SSR is not designed to help beginning readers. It is for those who can already do some independent reading.

MP: “I agree with you that independent reading should serve as practice for the explicit strategies already taught.”
SK: I suspect that independent reading is the place these strategies are developed. So many good readers have the strategies but were never taught them. The field has assumed that all strategies are teachable and should be taught. This is an open question that needs to be investigated.

Re: 90% engaged in reading:
MP: “However, even the optimal 90% leaves out quite a few students and these are typically the ones with the greatest reading challenges. Why not, instead, use class time for reading instruction that engages all learners? Additionally, many teachers have used SSR under the certain conditions described in the study (such as Yours Truly) and abandoned the strategy because participation was nowhere near the 80-90 percent.”

SK: If you weren’t getting 90% involvement, I suggest that one or more of the following conditions were present: (1) reading selections not interesting or not comprehensible (2) too much comprehension checking; (3) insisting that students read a book, not a magazine or graphic novel; (4) insisting they finish every book they start. I prefer to push to 100% by supplying truly COMPELLING reading material, rather than doing lots of monitoring.
The concept of compelling is crucial. Please see Lao, C. and Krashen, S. 2008. Heritage language development: Exhortation or good stories? International Journal of Foreign Language Teaching 4 (2): 17-18. Available at ijflt.com (free).

MP: “Why not “limit” self-selected independent reading to optimal word recognition levels and/or other measurements to maximize vocabulary growth? It’s not as if there aren’t enough compelling books to choose at their independent levels-the motivational component remains.”
SK: If free reading is simply comprehensible and interesting/compelling, vocabulary growth will be excellent. I can’t imagine getting more bang for the buck. In Power of Reading and elsewhere I argue that self-selected free reading is why everyone with huge vocabularies did it.

MP: “Furthermore, I haven’t seen you comment on free choice with respect to reading widely in a variety of genres and other print media.”
SK: I have argued for narrow reading in several of my books and papers, allowing students to stay with one topic, author, genre. This ensures interest and comprehensibility. As time goes on, readers gradually expand their reading interests. For arguments and supporting evidence, please see: Krashen, S. 2004. The case for narrow reading. Language Magazine 3(5): 16-20.

MP: “…with SSR (or FVR) taking up huge amounts of class time …”
SK: We talking about 10-15 minutes each period of an activity known to be pleasant and effective.

MP: “And, unless I am mistaken, you don’t address the issue of students who select frustration-level texts because their peers are reading such or they like the perceived theme, e.g. vampires.”
SK: The cure for reading books that are too hard in order to impress people: Make available reading material that so interesting/compelling that showing off is no longer a concern.

July 4th, 2011 at 07:32 | #21

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MP: Stephen,

You are so gracious with your time and responses. Even when you disagree with me, you do so agreeably-certainly a much needed model in the educational blogosphere. I’ve placed my order for Free Voluntary Reading and look forward to it.

With respect to the crux of my article… I think I have my cake and eat it, too.

My students (80-90%) do get their independent, free-choice reading for two hours per week. Plus, they get immediate reader response and I get accountability with a brief discussion about their daily reading with their parents. Instead of the “What did you do at school today?” dinner table discussion, my students (and parents) get engaging conversations about their reading.

Plus, I keep the 60-75 minutes of class time that SSR would consume each week. And with additional furlough days coming here in California, teachers need all of the time they can get.

My last point will be one of advocacy. My colleagues who do SSR in the classroom just do not assign independent reading for homework. In fact, many do SSR precisely because they have given up on expecting students to read at home. As a reading specialist, I know students need more than just an hour per week of independent reading. In your review of the research literature, how much independent reading per week is optimal to both achieve reading/vocabulary growth and develop lifelong readers?

July 4th, 2011 at 10:48 | #22

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SK: What we do know is that students who participate in SSR do more unassigned reading on their own, outside of school. A very interesting study: Vincent Greaney, who reported more reading even years later. It isn’t just the time assigned for SSR, it’s the ability of SSR to promote more independent reading outside of school.
Greaney, V., & Clarke, M. (1973). “A longitudinal study of the effects of two reading methods on leisure-time reading habits.” In D. Moyle, Reading: What of the Future? (pp. 107-114). London: United Kingdom Reading Association.
Also: Pilgreen, J. and Krashen, S. 1993. Sustained silent reading with English as a second language high school students: Impact on reading comprehension, reading frequency, and reading enjoyment. School Library Media Quarterly 22: 21-23.
And I still think that SSR and literature discussion are different things. Both crucial.

July 5th, 2011 at 07:53 | #23

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MP: The study may well indicate that SSR results in more unassigned reading at home, but it may well be that assigned reading at home produces even more unassigned reading at home. I know there are no studies on this; however, if compelling, free-choice reading begets more voluntary reading, wouldn’t it necessarily follow that reading assigned for homework would produce more voluntary reading? From my own experience, many of my students read much more than the required two hours per week.

Also, agreed that literature discussion is separate from independent reading; however, having students discuss their reading on a daily basis with parents provides a social context for reading and helps students practice the reading comprehension/meaning-making strategies of internal monitoring of text, developing the reader-author dialogue, self-questioning strategies, summary/re-tell, inferences, drawing conclusions, etc. In other words, I don’t advocate having students and their parents engage in heavy-duty literary analysis (teachers do have a role here), but reading a lot surely should be coupled with reading well. Yes, some of these reading skills can be acquired naturally through reading in-it-of-itself, but why not intentionally design independent reading to maximize comprehension development, as well as appreciation and enjoyment of the reading? Also, let’s not forget that we are dealing with children… Whether reading independently in or out of class, the knowledge that the text will be discussed does motivate levels of concentration. And not just for children… for example, a grad student assigned The Power of Reading will read differently if the work will be discussed in a paper or on an exam. Reading for a purpose does provide motivation to read well.

In addition to student-parent discussions, I also encourage my students to form literature circles and book clubs. This last year a group read The Hunger Games and discussed the reading daily on a forum I set up and monitored: one post and one response required per day. Students love the interaction of the reading and say that they understand the novels more when they have the immediate opportunity to discuss.

July 5th, 2011 at 12:07 | #24

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MP: “The study may well indicate that SSR results in more unassigned reading at home, but it may well be that assigned reading at home produces even more unassigned reading at home. I know there are no studies on this; however, if compelling, free-choice reading begets more voluntary reading, wouldn’t it necessarily follow that reading assigned for homework would produce more voluntary reading? From my own experience, many of my students read much more than the required two hours per week.”
SK: I agree that it would be an interesting study to do. Assigned reading at home might result in LESS voluntary reading than SSR. Most likely, it depends on how it is organized and implemented.

“Also, agreed that literature discussion is separate from independent reading; however, having students discuss their reading on a daily basis with parents provides a social context for reading and helps students practice the reading comprehension/meaning-making strategies of internal monitoring of text, developing the reader-author dialogue, self-questioning strategies, summary/re-tell, inferences, drawing conclusions, etc. In other words, I don’t advocate having students and their parents engage in heavy-duty literary analysis (teachers do have a role here), but reading a lot surely should be coupled with reading well.”
SK: I would categorize discussion of reading with parents as a literature activity.

“Yes, some of these reading skills can be acquired naturally through reading in-it-of-itself, but why not intentionally design independent reading to maximize comprehension development, as well as appreciation and enjoyment of the reading?”
SK: Yes, good point. Some strategies, even though acquired, might be helpful in making reading more comprehensible when taught early. My point: We have assumed that ALL strategies good readers use should be taught explicitly. But: Some are innate (e.g. prediction), some develop without teaching as a result of reading. Among the latter, we need to determine which are profitable to teach and which are not. I’m not opposed to direct teaching. I’m opposed to the assertion that everything can and should be taught directly.

MP: “Also, let’s not forget that we are dealing with children… Whether reading independently in or out of class, the knowledge that the text will be discussed does motivate levels of concentration. And not just for children… for example, a grad student assigned The Power of Reading will read differently if the work will be discussed in a paper or on an exam. Reading for a purpose does provide motivation to read well.”

SK: We shouldn’t have to be prepared to discuss everything we read. At least some of our reading should be simply reading. That’s the point of SSR. Again, it is part of the program, not the entire program.

MP: “In addition to student-parent discussions, I also encourage my students to form literature circles and book clubs. This last year a group read Hunger Games and discussed the reading daily on a forum I set up and monitored: one post and one response required per day. Students love the interaction of the reading and say that they understand the novels more when they have the immediate opportunity to discuss.”

SK: Agreed. Lit circles/book clubs can be terrific. I would consider these activities to be “literature” activities. SSR is not a competitor to these activities.

First, let’s get on the same page about what most of us mean when we talk about SSR. SSR does have a variety of pseudonyms: FVR (Free Voluntary Reading, DEAR (Drop Everything And Read); DIRT (Daily Individual Reading Time); SQUIRT (Sustained Quiet Un-Interrupted Reading Time), WEB (We Enjoy Books), and USSR (uninterrupted sustained silent reading). I’m sure there are more. Essentially, SSR is based upon these assumptions:

• Reading is a skill which improves with practice.
• Students should be allowed to select their own books to read.
• SSR should not include instructional accountability.
• SSR is best accomplished within the classroom with the teacher as a silent reading model.

Now, of course, not every teacher implements the program in the same way; however, even with teacher tweaks, SSR just is not an effective use of class time. Why so? Here are 8 reasons Why Sustained Silent Reading (SSR) Doesn’t Work.

1. Reading Research Does Not Support SSR

According to the Report of the National Reading Panel (2000), the experimental design studies on SSR indicate no statistically or educationally significant differences between those students who do SSR and those students who do not. Now, to be fair, the reading research does not invalidate SSR. There are just too many variables to isolate and no teacher would ever agree to participate in a study in which a control group of students was not allowed to read.

Some educational researchers have criticized the findings of the National Reading Panel, arguing that long term correlational studies do suggest that students doing SSR gain more in reading than those who do not. However, correlation does not imply causation.

My take regarding reading research is that we should prioritize our instruction to focus on the instructional strategies that both experimental design and correlational studies support. In other words, let’s teach what works for sure. To devote significant class time to an instructional strategy with a questionable research base should give educators pause, especially when there is an alternative which achieves better results than SSR advocates purport to achieve.

2. There is Not Enough Class Time for SSR

There just are not enough minutes in the day to achieve the results desired by proponents of SSR. For example, to achieve year to year vocabulary growth, elementary students need to read a minimum of one million pages; secondary students need to read a minimum of two million pages. Do the math. Many secondary teachers only have four hours of class time per week. No conscientious secondary teacher would allot half of instructional time to SSR. True that many students read in other content classes and some outside of school, but also true that with normal instructional interruptions there are many weeks with less than four hours of class time. In other words, an hour of SSR per week is just not going to make much of a dent in the amount of independent reading that students need to achieve significant reading growth. The “some is better than none” response is just not acceptable.

Additionally, all instruction is reductive: teachers cannot add on without taking away. Should elementary teachers give up teaching science or social studies to add on SSR? Of course not. Furthermore, with the increasing rigor of the language and writing strands of the ELA/Reading Common Core State Standards, both elementary and secondary teachers will be hard-pressed to teach the grade level standards and differentiate instruction as mandated.

3. Free Choice Reading in SSR Does Not Maximize Reading Development

Free choice reading is an essential tenet of SSR proponents. However motivating self-selected reading may be, there are significant downsides. Students often choose books with reading levels far below or far above own their reading levels and so do not experience optimal reading growth. Most reading experts suggest a 95-98% word recognition level as being necessary for comprehensible input and vocabulary acquisition. To be crass, allowing students to choose their own reading material, without any guidance, lets the lunatics be in charge of the asylum.

4. SSR is Not Teaching

Yes, incidental learning does take place when students are in engaged in SSR. Some SSR advocates go so far as to claim that “Free reading appears to be the source of much of our reading ability, our writing style, much of our vocabulary knowledge, our spelling ability, and our ability to handle complex grammatical constructions (Krashen, 1993; Elley, 1991, 1998).

However, having a credentialed teacher model silent reading while 36 students choose to read or not read independently does not avail students of that teacher’s expertise. It’s not a question of which is better: a teacher-centered or student centered classroom. It’s an issue of educational priorities, efficiency, and effectiveness. SSR devolves the responsibilities and applications of reading strategies, comprehension or vocabulary development, and literary analysis to children. I’m not saying a teacher should exclusively assume the role of “sage on the stage,” but a “guide on the side,” should guide, not merely model.

Additionally, SSR is not appropriate for all students. SSR does not magically differentiate instruction. For example, some students (even secondary learners) need oral fluency practice, not independent silent reading. Other students already read extensively at home and do not need more independent reading time.

5. SSR Does Not Hold Students Accountable for Reading

Reading researchers Von Sprecken and Krashen concluded that children were more likely to read during SSR when certain conditions were in place: When there was access to interesting reading in the classroom and students are not required to bring their own reading material, when teachers read while students are reading, and when teachers made efforts to promote and discuss certain books the researchers found that 90% of students were reading. Even in a class in which none of these conditions were met, however, Debra Von Sprecken and Stephen Krashen found that 80% of the students were reading when observed. (California Reader, 1998, 32(1): 11-13) Not many teachers I know would be satisfied with a classroom instructional strategy in which from 4 to 9 of their 36 students (10-20%) did not participate.

It is true that many teachers “band-aid” this component of SSR and both the International Reading Association and important reading researchers part ways with SSR purists with regard to accountability. For example, Fountas and Pinnell suggest keeping records on student reading (2001). Nancy Atwell’s Reading Workshop includes the following: “monitoring the type and the number of books students read; they may also administer assessments, keep reading checklists, and ask questions or encourage student discussion about books.” (Atwell, 2007; Gambrell, 2007; Reutzel, Jones, Fawson, & Smith, 2008). Manning and Manning (1984) found that coupling SSR with peer discussions or teacher conferences led to improvements in reading achievement compared to a control group.” But these “band aids” avoid the fact that SSR necessitates such tweaking to even approach meaningful reading instruction.

6. SSR Provides No Opportunity for Reader Response

SSR is designed as a solitary activity. It is true that we want to equip our students to learn the discipline and enjoyment of the author-reader interaction. However, the simplistic notion that reading makes better readers ignores the fact that better reading makes even better readers. Reader response is critically important to making students better readers.

Students can be trained to become better monitors of their silent reading. Teacher think-alouds, reading journals, and comprehension starters such as the SCRIP comprehension strategies can encourage self-monitoring of reading text. SSR ignores the reading-writing connection. Plot diagrams, character webs, and comprehension questions aren’t just for teaching class novels. Narrative and essay response the same. The social context of reading development to build vocabulary and comprehension has been well-established both in research and practice. Social engagement increases reading motivation and accountability. Classroom reading discussions, literature circles, readers theater, book clubs, book reviews, and online discussion forums can be powerful motivators to encourage wide and thoughtful reading. Now for teachers thinking, “But we can have our cake and eat it, too” with SSR and Reader Response, I kindly suggest leaving the hypothetical and engaging the practical. See #2 above.

7. SSR Turns Recreational Reading into a School Thing

SSR advocates are keen on stressing how SSR is essential at their school because students do not have optimal environmental reading conditions at home or a lack of engaging books to choose from, or the distractions of video games-cell phones-family, et al. However, the fact that SSR in the classroom removes these distractions (highly debatable) sends a message and provides reading habits that require a structured school environment for independent reading. No teacher that I know takes the Free Voluntary Reading to mean “you can read if you want or not if you don’t want to,” whether the teacher enforces accountability procedures or not. Let’s face it. SSR is coercive and required in a contrived setting—hardly the conditions that will transfer to recreational reading out of the classroom. If our end goal is to get students to become lifelong independent readers outside of the school experience, shouldn’t we teachers work toward that end?

8. SSR Gives Up on Students, Peers, and Parents

To work toward the complementary goals of using class time to provide research-based reading instruction (#1, #4, #6) and assigning significant independent reading practice (#2, #3, #5, #7), I advocate abandoning classroom SSR and assigning independent reading as homework. “But they won’t do it. Students will not read for homework.” I have a different view and experience. Students will do independent reading as homework if a motivated teacher provides the leadership, appropriate carrots and sticks, gets parents to buy-in, and has the perseverance to ensure success.

Independent Reading Text Selection

Students choose any reading text that meets these criteria:

• The text must be a novel.
• The text must be at the student’s instructional/independent reading level.
• The text must be parent and teacher-approved.
• The texts must vary in genres.

The motivational component of self-selection remains, but with appropriate oversight to ensure optimal reader-novel matches.

Independent Reading Accountability

But, how can teachers get students to read at home? How can teachers ensure that students really are reading? I require thirty minutes of reading and three minutes of discussion, four times per week. Student reading is monitored by reading partners, who also grade the quality of the student-led reading discussion. Parents typically serve as these partners. Of course, guardians, child care workers, grandparents, and older siblings can serve just as well. For older students, peer partners can certainly fulfill that role. Discussion partners grade the quality of each daily reading discussion, then total the points and sign the Reading-Discussion Log. I collect and record these logs bi-weekly and count this homework as 15% of the student’s overall grade. Do kids or discussion partners cheat on this? Rarely… and not as much as teachers might think.

Advantages of This Model

This reading-discussion model builds relationships, reinforces internal monitoring of comprehension, promotes reading as a dynamic process of conversation among reader, peers, and author, and motivates readers to read more. Reinforcement and feedback is immediate, not delayed as in the case other reader response assignments such as dialectical journals turned in at the end of each week or book reports completed after a novel has been finished. Students are required to apply the reading strategies we learn and practice in the classroom. For example, I pass out reading strategy bookmarks that that help students frame, but not limit, their book discussions.

What Kind of Results Can Teachers Get?

I get similar participation rates 80-90% (compared to the Von Sprecken, Krashen research) at my lower-middle, 70% free and reduced lunch, middle school, but remember that’s for homework, not for classwork. I would guess that the few students who do not do the independent reading at home would be the same ones that would not do the SSR in the Von Sprecken, Krashen study. Both parents and students love my “only homework is reading” policy. Some of my students prefer to participate in online book clubs in lieu of the parental discussion. I require a daily posting and response to other book discussion colleagues. Hunger Games was big with my students this year. Of course, I get to eavesdrop on their discussions.

My results are a bit less than Book Whisperer, Donalyn Miller, achieves in terms of books read per year, but I’ve got a lot more time in class to teach other things I value because I don’t use SSR in my classroom.

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. Designed to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, adaptable to various instructional settings, and simple to use—a perfect choice for Response to Intervention tiered instructional levels. Get multiple choice reading assessments , formative assessments, blending and syllabication activities, phonemic awareness and phonics workshops, comprehension worksheets, multi-level fluency passages, 390 flashcards, posters, activities, and games. Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Ideal for ESL and Special Education students, who struggle with language/auditory processing challenges. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance. 364 pages

However, learning how to teach students to select readings at their instructional level and providing accountability within the home and class community can improve students’ success rates and achieve our goals of turning teacher-dependent readers into truly independent readers. We might just even create a few life-long readers in the process.

Following are articles, free resources (including reading assessments), and teaching tips regarding how to develop an effective independent reading program from the Pennington Publishing Blog. Bookmark and visit us often. Oh, and don’t forget to copy down the 10% discount code found only on this blog to purchase the quality curricula and resources offered by Pennington Publishing.

Independent Reading

Why Sustained Silent Reading (SSR) Doesn’t Work

http://penningtonpublishing.com/blog/reading/why-sustained-silent-reading-ssr-doesn%E2%80%99t-work/

O.K. So my title is a good hook. I’m an ELA teacher, so you’d expect no less. However, I’m also an MA reading specialist, so you’d expect me to be passionate about getting students to read and read well. I do believe that independent reading is vital to reading improvement. So why am I writing an article titled Why Sustained Silent Reading (SSR) Doesn’t Work? SSR just is not an effective use of class time. Why so? Here are 8 reasons Why Sustained Silent Reading (SSR) Doesn’t Work.

Straight Talk with Stephen Krashen on SSR

http://penningtonpublishing.com/blog/reading/straight-talk-with-stephen-krashen-on-ssr/

In response to my article titled “Why Sustained Silent Reading (SSR) Doesn’t Work,”Dr. Stephen Krashen responded numerous times. Given the richness of Dr. Krashen’s gracious responses to my persistent challenges and questions, I felt it would be helpful to post the unedited exchange.

Independent Reading Homework

http://penningtonpublishing.com/blog/reading/independent-reading-homework/

I developed an independent reading program based upon “reading discussions.” Students read at home and lead a literary discussion with their parent for three-minutes per day, four days per week to offer flexibility to families. I devolved the accountability for these assignments to the student-parent partnership. In other words, parents grade their children on the quality of the discussion and I count the points.

How to Select Books for Independent Reading

http://penningtonpublishing.com/blog/reading/how-to-select-books-for-independent-reading/

Teachers, students, and parents recognize the importance of independent reading. No thinking activity better builds content knowledge, improves vocabulary, or exposes the learner to the world and its ideas. The practical question is which reading materials most efficiently help readers access this world of knowledge? Because reading is an interactive process, the abilities and interests of the readers must also be considered to maximize the learning process.

The 18 Reasons Not to Use Accelerated Reader

http://penningtonpublishing.com/blog/reading/the-18-reasons-not-to-use-accelerated-reader/

Accelerated Reader (AR) is a simple software concept that was at the right time (late 1980s) and right place (public schools during a transition from whole language to phonics instruction) that has simply grown into an educational monolith. Following are short summaries of the most common arguments made by researchers, teachers, parents, and students as to why using AR is counterproductive. Hence, The 20 Reasons Not to Use Accelerated Reader.

Independent Reading: The Meeting of the Minds

http://penningtonpublishing.com/blog/reading/independent-reading-the-meeting-of-the-minds/

Using the format of  the old television show, Meeting of Minds, some of the greatest thinkers from different eras to discuss the subject of independent reading in the classroom.

How to Determine Reading Levels

http://penningtonpublishing.com/blog/reading/how-to-determine-reading-levels/

Learn how to use word recognition and motivation to determine reading levels for your students or for your own children.

How to Get Students to Read at Home

http://penningtonpublishing.com/blog/reading/how-to-get-students-to-read-at-home/

Teachers and parents recognize the important role of independent reading in developing reading comprehension, vocabulary, and a lifelong love of books. Learn how to promote independent reading at home and help students achieve these desired benchmarks.

Free Whole Class Diagnostic ELA/Reading Assessments

http://penningtonpublishing.com/assessments.php

Download free phonemic awareness, vowel sound phonics, consonant sound phonics, sight word, rimes, sight syllables, fluency, grammar, mechanics, and spelling assessments. All with answers and recording matrices. A true gold mine for the teacher committed to differentiated instruction!

More Articles, Free Resources, and Teaching Tips from the Pennington Publishing Blog

• English-language Arts Standards
• English-language Arts Instruction
• Essay Strategies
• The Writing Process/Writers Workshop
• Writing Style
• Grammar and Mechanics
• Spelling
• Vocabulary
• Structural Analysis/Syllabication/Oral Language
• Teaching Reading in the ELA Classroom
• ELA/Reading Assessments
• Reading Intervention
• Independent Reading
• Response to Intervention
• EL/ESL
• Differentiated Instruction (RtI)
• Critical Thinking
• Study Skills
• Test Preparation
• Educational Issues and Teaching Trends
• Developmental Characteristics
• Professional Development

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Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. Designed to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, adaptable to various instructional settings, and simple to use. Get multiple choice reading assessments on two CDs, formative assessments, blending and syllabication activities, phonemic awareness and phonics workshops, comprehension worksheets, multi-level fluency passages on eight CDs, 390 flashcards, posters, activities, and games. Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Perfect for Response to Intervention (RtI). ESL and Special Education students, who struggle with language/auditory processing challenges will particularly benefit. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance. 364 pages

As an English-language arts teacher, I love teaching the nuances of the author’s craft. I live to point out allusions, symbolism, and an occasional foreshadowing. I am ecstatic when I am able to lead my students into the “ah ha” experience of how a passage reinforces the theme of a novel. I believe that we English-language arts teachers do have “content” to share with students. Go ahead… try to convince me that being able to identify the omniscient point of view is not a critical life skill. Make my day… My students need me; they are dependent upon me to teach them this content.

However, as a reading specialist, I also believe in the skills/process side of reading. In this world, my aim is to work my way out of a job. I have to change dependence into independence. The more students can do on their own to understand and retain the meaning of text, the better I have accomplished my mission. I need to train students to become successful independent readers in college, in the workplace, and at home.

Which leads us to our dilemma. When we teach a novel or short story, how much of our instruction should be teacher-dependent and how much should be teacher-independent? My thought is that we English-language arts teachers tend to err too frequently on the side of teacher-dependence and we need to move more to the side of teacher-independence.

As a reading specialist/staff developer at the elementary, middle school, and high school levels, I have had to opportunity to see hundreds of teachers “in action,” teaching a novel or short story to students. From my experience, the predominant way that English-language arts teachers work through a text is by reading and dissecting the entire text out loud (an in class).

The reasons that we hang on to the teacher-dependent mode of reading out loud (or via students/CDs) and dissecting the text are varied: We want to earn our pay-checks by being the ones responsible for student learning. The text is too hard for students to understand it on their own. We like being the “sage on the stage.” Students lack sufficient prior knowledge. Reading out loud is a behavior management tool. In sum, we distrust the readiness of students to handle the challenging tasks of reading and thinking on their own. We know that we do a better job of understanding the text than our students.

The way we casually describe what we are teaching is informative: In the staff room, a science teacher asks what we are teaching. We respond, “I’m half-way through teaching Julius Caesar,” not “I’m teaching my students…”,” nor “I’m teaching Roman history through…”, nor “I’m teaching these reading and literary skills through…” We tend to view the literature as our curriculum and not as an instructional vehicle. When the literature is treated as an end–in-itself, we are ensuring that our instruction remains teacher-dependent. After all, we are the keeper of the keys. We know “Julius Caesar” better than the students (and probably Will himself). A high school colleague of mine literally had memorized every word of the play and worked her students through the play from memory. That’s teacher-dependence.

How to Move toward Teacher-Independence

1. Lose the Guilt

We really need to relieve ourselves of the self-imposed or colleague-imposed guilt that we are not really teaching a short story, poem, or novel unless we read and dissect every word out loud.

2. Become a Coach

We need to become coaches, not spoon-feeders. Let’s coach students to become effective independent readers by giving them the skills to understand the text on their own. Here are some effective reading comprehension strategies that will move students toward that independence: http://penningtonpublishing.com/blog/reading/how-to-teach-reading-c…

3. Get strategic

Some reading out loud and dissecting text is essential. But when to do so and when not to do so?

A good guideline to help us decide how much to read out loud, with explanation and gap-filling, is word recognition. Simply put, if the novel, story, etc. is at 95% word recognition for the vast majority of students, then there should be less reading out loud, i.e., the reading is at the independent reading level of students. If there is lower word recognition, then more reading out loud/working through the text will be necessary (or the book selection is inappropriate for the students) for this instructional reading level. For more on how to use word recognition to inform instructional decisions, see my blog at http://penningtonpublishing.com/blog/reading/how-to-get-students-to… As a relevant aside, I feel that word recognition is a much better indicator of an appropriate student to text match than a lexile number.

4. Trust Your Judgment-Not Just Data

Of course, using this rather clinical criterion of word recognition has its limitations: maturity of theme, unfamiliar historical context, amount of allusions or figures of speech etc. After all, we all know students who “read” the last Harry Potter book and Twilight with enjoyment, albeit limited comprehension, when their word recognition rate was at the instructional end of the spectrum, so motivation is an important factor in determining what can be left to independent reading.

5. Focus on the Pay-offs

Independent reading of text has significant pay-offs. Reading independently at the 95% word recognition level of text will expose most readers to about 300 unknown words in 30 minutes of reading. Learning 5% of these words from the surrounding context clues of the text is realistic. This means that students will learn about 15 new words during a typical reading session.

6. Experiment with Alternative Instructional Approaches, But…

Reciprocal teaching, literature circles, GIST strategies, partner reading, jigsaw. Yes. But don’t leave out what should be the primary instructional approach: independent reading.

If our goals are to foster the abilities to read independently with good comprehension/retention and to inspire young adults to read for purpose and pleasure as lifelong readers, then we’ve got to cut the cords and become more teacher-independent and less teacher-dependent.

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. Designed to significantly increase the reading abilities of students ages eight to adult within one year, the curriculum is decidedly un-canned, adaptable to various instructional settings, and simple to use. With multiple choice reading assessments on two CDs, formative assessments, blending and syllabication activities, phonemic awareness and phonics workshops, comprehension worksheets, multi-level fluency passages on eight CDs, 390 flashcards, posters, activities, and games (364 pages), even novice reading teachers and para-professionals will be able to use these user-friendly resources to effectively differentiate reading instruction with minimal preparation.

Teachers are also victims of the bandwagon effect. What’s new is questioned, until certain key players buy in. At that point, many teachers become no-holds-barred converts. We teachers are especially vulnerable to new ideas labeled as “research-based,” “best practices,” or “standards-based.” We could all do with an occasional reminder that one of our primary duties as teachers should be to act as informed “crap detectors” (Postman, Neil, and Weingartner, Charles (1969), Teaching as a Subversive Activity, Dell, New York, NY.).

Following is a list of the educational fads that have come and gone (and sometimes come again) over the last thirty years of my teaching. I’ve bought into quite a few of them and still believe that some of them have merit. The list reminds me to hold on loosely to some things that I currently practice and to be open to change. Cringe, laugh, and be a bit offended as you read over the list. Oh, and please add on to the list, which is in no particular order.

1. Writing Across the Curriculum No one really ever believed that math, art, or music teachers should be spending oodles of time teaching writing.

2. Timers Timers used to keep students on task, pace themselves, track their reading speed.

3. Left-right Brain Strategies Some teachers used to have students place bracelets on their left or right wrists to cue brain hemispheres.

4. Self-esteem Teachers developed lessons to promote the self-esteem of students to increase their abilities to learn.

5. Cultural Literacy E. D. Hirsch, Jr. popularized this movement of shared content knowledge in his influential 1987 book, Cultural Literacy: What Every American Needs to Know. Boston: Houghton Mifflin. Teachers abandoned free-choice novels and chose core novels that inculcated American values.

6. Multi-culturalism This much maligned approach to education influenced many publishers and teachers to include multi-cultural literature.

7.  Relevance The practice of choosing curriculum and instructional strategies designed to  relate to the lives and interests of students.

8. Clickers Used to track student discussion responses, equitable teacher questioning, and even attendance.

9. Re-learning Early Childhood Behaviors One reading strategy for struggling readers in the 1970s involved re-teaching those remedial readers who never learned to crawl to crawl.

10. Learning Styles I can’t tell you how many learning styles assessments I designed over the years.

11. Experiential Learning Role play, simulations, mock trial.

12. Alternative or Authentic Assessments I once taught an entire year-long sophomore level World History class without giving one traditional paper and pencil test. Think museum exhibits, video productions, interviews, etc.

13. Cooperative Groups Touted as a primary means of heterogeneous instruction in the 1980s.

14. Values Clarification and Moral Dilemmas Two forms of values education that emphasized decision-making and informed moral choices.

15. Gongs Used to focus students’ attention and signal instructional transitions.

16. Critical Thinking Skills Bloom’s Taxonomy, Costa’s Levels of Questioning, et al.

17. Behavioral Objectives and the Madeline Hunter’s Lesson Design Teaching to measurable objectives with connection to prior instruction, guided practice, closure, and independent practice.

18. Standards-based Instruction A movement to identify content standards across grade levels and focus instruction on these expectations. Many state tests were aligned with these standards.

19. Language Experience A reading strategy which used oral language ability to help students read. Teachers copied down student stories and had students practice reading them.

20. Bilingual Education A movement to teach native literacy and celebrate bilingualism in the belief that literacy skills are easily transferred to English.

21. Learn by Doing John Dewey revisited. Gardening and keeping classroom pets were popular recreations of the theme.

22. Cornell Notes Popularized by the A.V.I.D. (Advancement Via Individual Determination), this columnar notetaking strategy originated in the 1950s at Cornell University.

23. Inventive Spelling The practice of guessing sound-spelling relationships to encourage writing fluency. Instruction followed from spelling analysis.

24. Achievement Gap The gap in reading and math achievement between racial subgroups. Later expanded to language and ethnic subgroups.

25. Thematic Instruction Teaching broad-based themes across the curriculum, such as teaching a unit on cooking in which recipes are composed and read, mathematic measurements involving recipe quantities are practiced, the final meal is sketched, using artistic perspective, and the meal is eaten.

26. Time on Task A movement that tried to minimize wasted time, class interruptions, and outside activities (such as assemblies) and maximize minutes of classroom instruction, such as with classroom openers.

27. Whole Language The movement popularized in the 1970s and 1980s that de-emphasized phonics, spelling, and grammar instruction and emphasized reading and writing for meaning.

28. Reading Across the Curriculum No one really ever believed that math, art, or music teachers should be spending oodles of time teaching reading or that “Every Teacher, a Teacher of Reading.”

29. Phonemic Awareness Better described as phonological awareness, teachers played patterns of sounds, emphasized rhythm, and used nursery rhymes to prepare students to match speech sounds to print.

30. ADD, ADHD, Epstein Bar, Chronic Fatigue Syndrome, Autism, and Others Difficult to diagnose, these conditions introduced educators to Parent Advocates and mandated classroom interventions.

31. Auditory Processing Deficit Disorders and Visual Processing Deficit Disorders New brain research has validated these learning disabilities, but instructional strategies to address these challenges have a questionable track record.

32. Dyslexia Reading difficulties have produced a plethora of remedial strategies, many such as colored transparencies have been dubious, at best.

33. Career Education Students were tracked according to career interests.

34. Community Service Students were required to perform hours of community service as part of course or graduation requirements.

35. Tracing Letters in the Sand Those who believe that spelling is a visual process had students memorize the shapes of letters within words by drawing the outline of the letters.

36. Inquiry Education Instruction based upon student questions and interests.

37. Sustained Silent Reading, Drop Everything and Read, et al In class or school-wide, this practice of silent reading is usually based upon student choice of reading materials without accountability and is designed to foster life-long reading.

38. TRIBES, et al Groups of students, mentored by adults, that build relational and supportive bonds within the school setting.

39. Peer Tutoring A practice in which a smarter student is paired with one less smart to teach the latter.

40. Writers Workshop and Six Traits Movements based upon the writing research of Donald Graves and others that emphasize the process of writing, revision, and publication.

41. Problem-Solving Strategies developed to solve difficult problems in collaborative groups.

42. Rubrics Here a rubric; there a rubric. Holistic and analytic scoring guides that purport to de-mystify and objectify the grading process of complicated tasks, such as essays.

43. Manipulatives Learning mathematical concepts through visual models that students manipulate to understand mathematical processes.

44. Metacognition Thinking about thinking. Strategies that teach reflection on the learning process.

45. Prior Knowledge Usually referred to as a pre-reading or pre-writing strategy in which the student “accesses” his or her background or personal experiences to connect to the reading or writing task.

46. Hands-on Learning Project-based instruction that emphasizes concrete learning making or doing.

47. Realia Using “real” objects to scaffold into abstract learning. For example, bringing in a silver necklace to teach what silver and a necklass mean.

48. Tracking and Ability Grouping Permanent or temporary grouped instruction based upon student grades, test scores, or skill levels.

49. Differentiated Instruction and Individualized Instruction Instruction designed according to the diagnostic needs of individual students, frequently involving group work.

50. Multiple Intelligences Popularized by Howard Gardner, this movement described intelligence aptitudes such as interpersonal intelligence.

51. Powerpoint®, Blackboard, Web 2.0, computer literacy skills, SmartBoards, Video Conferencing and more to come.

52. Color Mood Design Teachers draped soothing colored butcher paper (blue or green) over the teacher’s desk to reduce stress. Teachers stopped using red pens to correct papers.

53. Back to Basics A movement to focus more on the three R’s and less on electives.

54. The Five-Paragraph Essay The model essay, consisting of one introductory paragraph, three body paragraphs, and one conclusion paragraph.

55. Multi-sensory Education Using the five senses to teach a concept or skill.

56. Learning Centers Resources placed around the classroom that allowed students to explore learning on their own.

The writer of this blog, Mark Pennington, is an educational author of teaching resources to differentiate instruction in the fields of reading and English-language arts. His comprehensive curricula: Teaching Grammar and Mechanics, Teaching Essay Strategies, Teaching Reading Strategies, and Teaching Spelling and Vocabulary help teachers differentiate instruction with little additional teacher prep and/or training.

In fact, students need to “grow” their vocabularies by 2,000-3,000 words each year, just to make grade-level reading progress. And the most efficient method of vocabulary acquisition is via independent reading. By applying context clues, readers who read text at the appropriate reading levels can maximize the amount of new words added to their personal lexicons.

What are the appropriate reading levels for independent reading?

Primary teachers have used the “five-finger method” for years.  Readers select appropriate reading levels by using the fingers of one hand to count down the number of unknown words on a single page. Any more than five unknown words means that the text is at their frustrational level and another book should be selected. To update and refine this technique for older students, reading text that has about 5% of the words that are unknown to the reader is the appropriate independent reading level. Reading this level of text will expose most readers to about 300 unknown words in 30 minutes of reading. Learning 5% of these words from the surrounding context clues of the text is realistic. This means that students will learn about 15 new words during a typical reading session.

How can you pick a book to read that has 5% unknown words?

-Choose a book and count the number of words on any complete page found near the beginning of the book and multiply that number by 3.

-Read a page toward the beginning of the book, counting the number of unknown words. A good guideline would be “if you can’t define it with a synonym, antonym, or example,” it is unknown. Then, read a page near the middle of the book and continue the count. Finally, read a page near the end of the book and finish the count.

-Divide the total number of unknown words by the total number of words found on the three pages. The result will be the percentage of unknown words. Anything within the 4-6% range is acceptable. For example, a reader counts the number of words on a page and arrives at 225. 225 x 3 = 750. After reading the three pages, the amount of unknown words totals 30. 30.00 divided by 750 = .05, or 5%.

When and where should independent reading take place?

Many educators advocate in-school independent reading time. This school-wide or classroom activity may be called Sustained Silent Reading (SSR), Recreational Reading (RR), Daily Independent Reading Time (DIRT), or Drop Everything and Read (DEAR). Usually, advocates of in-school reading time insist on free-choice reading.

However, too much in-school independent reading time can take away from important instructional time. Also, the ten to twenty minutes per day, usually allocated to independent reading in a crowded classroom is hardly enough time, nor is it the best of environments to achieve the gains desired from independent reading. Additionally, students do not always make wise choices about their free-choice reading materials. Many bright middle-schoolers would prefer reading comic books over challenging novels. So I advocate leaving most of independent reading to homework, with teacher and parent approved novels serving as the sources of that reading. Students can still choose any reading text within the clearly defined parameters described above.

But, what about accountability? How can teachers ensure that students really are reading at home?

The catch to my independent reading homework is that students are graded on their discussion of the daily reading by their reading partners-typically, but not exclusively, parents. This builds relationships, reinforces internal monitoring of comprehension, promotes reading as a dynamic process of conversation between reader and author, and increases motivation. I require thirty minutes of reading and three minutes of discussion, four times per week. I pass out reading strategy bookmarks that that help students frame, but not limit, their book discussions. Check out these discussion starters . Teachers love these SCRIP reading strategies, reinforce them in their classes, and students really do use them. I have the discussion partner, usually a parent, guardian, or grandparent, grade the quality of the daily discussion and sign off on a Reading-Discussion Log each week. I count this homework as about 15% of the student’s overall grade. Do kids or discussion partners cheat on this? Of course. However, not as much as you’d think. Students and parents much prefer this type of homework to grinding out an essay or filling out a few grammar worksheets-tasks that most parents are ill-equipped (and loathe) to supervise.

But, what if the students don’t understand all of the literary nuances of the text? You’re not advocating independent reading of class novels, are you?

As Kelly Gallagher states in his new book, Readicide (How Schools Are Killing Reading and What You Can Do About It), “teachers are drowning books by over-teaching them.” This resonates with my view, as a reading specialist, that students should be accessing independent-level-text independently. I typically offer free-choice reading; however, if we are reading a novel that is comprehensible to the vast majority of my students, I will assign “on your own” chapters. I assign and provide the book on tape/CD for students who have independent reading levels below that of the novels. Of course, we follow up in class. I do teach the “literary nuances” and standards. We also re-read portions of the novel that I deem to be “teaching necessities.” And no, I don’t have students read Shakespeare independently.

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. Designed to significantly increase the reading abilities of students ages eight to adult within one year, the curriculum is decidedly un-canned, adaptable to various instructional settings, and simple to use. With multiple choice reading assessments on two CDs, formative assessments, blending and syllabication activities, phonemic awareness and phonics workshops, comprehension worksheets, multi-level fluency passages on eight CDs, 390 flashcards, posters, activities, and games (364 pages), even novice reading teachers and para-professionals will be able to use these user-friendly resources to effectively differentiate reading instruction with minimal preparation.