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Chapter 8 (opens in a new window) provides teachers with information about four conditions that improve the practice of silent reading in classrooms. These include: Student self-selection of reading materials: Teachers should guide students to choose good texts to read during silent reading time. The books should be of interest, should draw ...
- Silent Reading Silenced
- Enjoyment Is The Focus
- Students Choose The Books
- The Space Is Right
- Opportunities to Chat
- Inspired by Keen Readers
- Students Have Access to A Library
- It Happens Often
- Paper Books Are Available
- There Is A School Library and A Teacher Librarian
Research suggests silent reading opportunities at school are often cancelled and may dwindleas students move through the years of schooling. Where silent reading opportunities still exist, we’re often told that the way it is being implemented is not reflective of best practice. This can make the experience less useful for students and even unpleasa...
Enjoyment of reading is associated with both reading achievement and regular reading. If we want young people to choose to read more to experience the benefits of reading, then silent reading needs to be about pleasure and not just testing.
Young people should not be prevented from choosing popular or high-interest books that are deemed too challenging. Books that are a bit too hard could motivate studentsto higher levels of achievement. Students have reported enjoying and even being inspired by reading books that were challenging for them, such as J.R.R. Tolkein’s The Lord of the Rin...
Like adults, children may struggle to read in a noisyor uncomfortable space. Schools need to provide space that is comfortable for students to enjoy their silent reading.
Discussion about books can give students recommendationsabout other books and even enhance reading comprehension. But silent reading should be silent so all students can focus on reading.
If students see their teachers and teacher librarians as keen readersthis can play a powerful role in encouraging avid and sustained reading. School principalscan also be powerful reading models, with their support of silent reading shaping school culture.
Even when schools have libraries the research showsstudents may be given less access to them during class time as they move through the years of schooling. Not all studentsare given class time to select reading materials from the library.
This is particularly important for struggling readers who may find it hard to rememberwhat they are reading if opportunities for silent reading are infrequent. These students may also find it difficult to get absorbed in a book if time to read is too brief.
Reading comprehension is typically strongerwhen reading on paper rather than a screen. Screen-based book reading is not preferred by most young people, and can be associated with infrequent reading. Students can find reading on devices distracting.
Teacher librarians can be particularly important in engaging struggling readersbeyond the early years of schooling. They may find it hard to find a book that interests them but which is also not too hard to read. Librarians are also good at matchingstudents with books based on movies they like, or computer games they enjoy.
The Purpose of Silent Reading. Silent reading is widely discussed as a critical piece of literacy instruction in the. elementary school classroom because it provides time for students to build a love for reading. (Gardiner, 2005; Allington, 2014) and gain the ability to read to oneself (Reutzel & Juth, 2014).
Apr 10, 2023 · My number one suggestion for rethinking silent reading time is to change what counts as reading in your classroom. In other words, expand your reading options to include options beyond physical books. Include options like audiobooks, podcasts, and digital books. These options allow students to listen instead of doing all the decoding themselves.
Dec 25, 2020 · METHODS. Start Small. Start with small amounts of text and work your way to longer passages over time. After students silently read each section of text, pause to assess comprehension. A short discussion will let you know if re-reading is necessary. Breaking down the text in this way will give students a chance to practice silent reading skills ...
A review of the literature on silent reading fluency reveals four core evidence-based components that support the development of silent reading fluency with elementary students. These are: 1) allocated practice time; 2) supportive classroom environment; 3) engaged reading, and 4) teacher scaffolds and instruction.
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Oct 1, 2001 · Ten Minutes for Giving, Not Taking Away. Rachel is asking to leave the room again. She asks often. She doesn't want a drink of water or a trip to the restroom. She wants to go to the library to check out a new book for our silent reading program. Even though we only read for 10 minutes a day in class, Rachel finishes several books each week ...
