I Can Do It By Myself! Independent Reading in Elementary Schools Presented by Cherry Carl Characteristics of the Independent Reader The independent reader: Takes great pride in reading books to himself for pleasure Has developed control over the entire reading process and cueing systems.
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The independent reader:
Source: Reutzel and Cooter (1999)
The amount of time students spent in independent reading was the best predictor of reading achievement and also the best predictor of the amount of gain in reading achievement made by students between second and fifth grade.
Anderson, Wilson, and Fielding (1988)
There is evidence that unless children read substantial amounts of print, their reading will remain laborious and limited in effectiveness.
LaBerge & Samuels
The reading of familiar materials enables the child to:
Dorn, et al , 1998
Richard Allington and Lucy Calkins suggest that we need to have students engage in fewer formal responses to reading. They fear that students are asked too frequently to write about or create a visual response. In many cases, the best and most appropriate response to reading is more reading.
(For powerful strategies for revisiting, reflecting and retelling, see Linda Hoyt’s book!)
Linda Hoyt, 1999
Teach children to value reading!!
In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information).