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No More Independent Reading Without Support
"What if there was a time when things slowed down? No rotations, activities, or worksheets-just you, your kids, and books. Would you take it?" - Debbie Miller and Barbara Moss We know children learn to read by reading. Is independent reading valuable enough to use precious classroom minutes on? Yes, writes Debbie Miller and Barbara Moss, but only if that time is purposeful. DEAR and SSR aren't enough. Research shows that independent reading must be accompanied by intentional instruction and conferring. Debbie and Barbara clear a path for you to take informed action that makes a big difference, "When we set children loose day after day with no focus or support, it can lead to fake reading and disengagement," write Debbie and Barbara. "It's our job to equip children with the tools they need when we're not there." Read No More Independent Reading Without Support and find out how. About the Not This, But That Series
No More Independent Reading Without Support is part of the Not This, But That series, edited by Nell K. Duke and Ellin Oliver Keene. It helps teachers examine common, ineffective classroom practices and replace them with practices supported by research and professional wisdom. In each book a practicing educator and an education researcher identify an ineffective practice; summarize what the research suggests about why; and detail research-based, proven practices to replace it and improve student learning.
Read a from No More Independent Reading Without Support.
No More Independent Reading Without Support is part of the Not This, But That series, edited by Nell K. Duke and Ellin Oliver Keene. It helps teachers examine common, ineffective classroom practices and replace them with practices supported by research and professional wisdom. In each book a practicing educator and an education researcher identify an ineffective practice; summarize what the research suggests about why; and detail research-based, proven practices to replace it and improve student learning.
Read a from No More Independent Reading Without Support.
96 pages, Paperback
First published October 3, 2013
12 people are currently reading
327 people want to read
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Displaying 1 - 30 of 67 reviews
February 3, 2014
While classroom teachers might need additional resources, school and district systems of support, and professional development to fully implement independent reading components in their classrooms, this book is a treasure trove of research evidence for the importance of independent reading and practical classroom suggestions for managing meaningful independent reading with students.
December 28, 2013
This is a terrific book. It really changed my thinking about how independent reading can and should be utilized in school. There is not a huge shift in what the authors ask; basically, instead of reading while the kids read, take the time to confer with your students. Use this assessment data to inform your instruction. It makes perfect sense, especially at the younger grades where students are still learning how to select books and respond to them.
May 12, 2014
Sadly, many teachers are still working in teaching settings where independent reading is viewed as an extra...a time filler. This thin edition in the Not This, But That series is filled with solid, current research on not only why independent reading is crucial to student reading achievement, but also how to incorporate into the instructional day. As my friend Peter Lancia states, "sending readers off to read without instruction and support boarders on malpractice". The Miller and Moss advocate that in order to make the most of independent reading teachers most consider purpose, authenticity, choice, and explicit instruction. This book would make a great book study for a school or grade level. Lots of ideas to chew on and discuss!
September 1, 2018
A must have for teachers of all stages of their careers. Simple and easy to read- and no excuses for not being able to run an excellent reader’s workshop
June 24, 2014
Easy PD read that gets right to the point. Section 3 has great tactics for supporting students during IR. While the book is targeted towards elementary teachers, it can be modified to upper grades.
December 23, 2015
This was EXACTLY what I needed to better my SSR time in the classroom. Great book with practical suggestions. Doing SSR? Read this!
October 12, 2013
A great new book about independent reading. Lots of current research supporting the importance of independent reading and lots of classroom stories on how this looks and the power it has Would be great for study groups, etc.
January 9, 2015
Read this with my Teacher Librarian - great to have someone to discuss with. Important messages about Independent Reading - how to make time for it, support it, make sure it is working in a particular classroom setting.
July 26, 2022
Some new material, but many ideas that I'm already familiar with. There are some questions, thinking, and activities that I think would be productive for student learning in the coming school year.
January 23, 2019
As a pre service teacher I've always had trouble at times when it came to conferring with students. I've also wondered how I could integrate independent reading in my future classroom and what exactly the flow would look like. This book provides such good insights for how to practice independent reading in the classroom and to make it a habit. It emphasizes the importance of school needing to be a place where students fall in love with reading and get better at it in the process. Overall, the tools that this book provides makes independent reading seem more joyful, manageable, and something you can consistently implement during the school day!
July 23, 2024
If you already are sold on independent reading and want a guide for making it more effective, this book won't go into huge detail beyond suggesting a large classroom library and conferring intentionally with students. It doesn't really go into specifics or provide detailed strategies.
If you have never considered independent reading and want research backed reasons for its use, then this book can be a good read to see how independent reading can benefit your students.
If you have never considered independent reading and want research backed reasons for its use, then this book can be a good read to see how independent reading can benefit your students.
August 4, 2019
Thanks for the important reminders and the well organized access to the research. I have the information I need to support my literature based classroom reading program. I can clearly show student growth and progress through my observational notes and the student's recorded responses in their notebooks. Conferences and personalized teaching are most effective.
March 27, 2019
Excellent, easy to implement book about such an important topic. This book provides a very clear guide to engaging more with your students, as readers. This is a valuable read for any literacy teacher.
July 14, 2019
This goes hand in hand with the Daily 5 philosophy. If you’re familiar with that, you can probably skip the first one-two sections about why independent reading is important and how to make time in your classroom to do it (but it is a good refresher).
June 4, 2017
A great look into how to stimulate the desire to read in young students!
June 25, 2017
Great refresher and also gave some new ideas to consider. Really enjoyed it!
November 25, 2017
A good review of reading workshop alongside research proving its worth. The book also reminded, inspired and prompted me to try some new things as well. Thanks!
June 18, 2018
Lots of research to help us justify and value independent reading
September 16, 2018
Super quick read with lots of research-based tips for improving IR. Was a bit more geared towards elementary, but I still got a lot out of it.
August 25, 2019
Fine, but a but too primary-centric for me. You'd be better off reading The Book Whisperer (Miller) instead.
September 24, 2019
Useful & practical. Too often sends the reader elsewhere for more information.
February 23, 2021
Concise and helpful. I will definitely need to read other sources for more information about modeling reading strategies for high school students.
January 1, 2022
Decent professional read about how to successfully incorporate independent reading in your classroom and to hold students accountable with it. A quick read.
December 12, 2013
Miller & Moss review recent research on independent reading and make a compelling case for bringing independent reading back to our daily practice – a LOT of independent reading (IR) with the teacher present as an “active participant” (p. 39) offering multiple types of support through mini-lessons and conferring – a structured approach to independent reading. The idea that the teacher has to be fully present to learning about and moving her readers forward is a BIG part of the research on effective IR. In addition, students need to develop a reading diet that includes a variety of genres – including informational text. Yes – I’m smiling :)
This is a short book – 72 pages plus references and could easily be read by a professional learning group looking for research to support IR and seeking more ways to engage students in IR experiences. (As the authors point out – and less time on calendar, worksheets, transitions, announcements and so forth.) Instructional recommendations include tips for finding more time in the day and building robust classroom libraries.
There is a big emphasis on “choice” or “self-selected reading” (research presented and instruction recommended) – but there’s an underlying message that we should support students in choosing different genres including informational texts (a genre wheel, reading aloud different genres, making different genres accessible). There were two spots in the book when thematic text sets were mentioned (p. 32 and 56), but no discussion of how “choice” works in these instances. I’m playing around with that in my new manuscript – we really need to see more students reading informational texts (history and science vs. pop culture) – independently, for growing amounts of time, with teacher support. I know that if we are reading these books aloud and if we book talk these books, students will want to read them during independent reading. But I’m also thinking through and reviewing literature on how to keep the interest going, the wanting to select from and so forth with a text set. Again – I think reading aloud, book talking and having high quality books makes the difference.
In the end, this book gets a big thumbs up from me. While the recommendations for teaching in this book are light (almost skim-able), the research presented is substantial and thorough and that’s what I found most energizing.
This is a short book – 72 pages plus references and could easily be read by a professional learning group looking for research to support IR and seeking more ways to engage students in IR experiences. (As the authors point out – and less time on calendar, worksheets, transitions, announcements and so forth.) Instructional recommendations include tips for finding more time in the day and building robust classroom libraries.
There is a big emphasis on “choice” or “self-selected reading” (research presented and instruction recommended) – but there’s an underlying message that we should support students in choosing different genres including informational texts (a genre wheel, reading aloud different genres, making different genres accessible). There were two spots in the book when thematic text sets were mentioned (p. 32 and 56), but no discussion of how “choice” works in these instances. I’m playing around with that in my new manuscript – we really need to see more students reading informational texts (history and science vs. pop culture) – independently, for growing amounts of time, with teacher support. I know that if we are reading these books aloud and if we book talk these books, students will want to read them during independent reading. But I’m also thinking through and reviewing literature on how to keep the interest going, the wanting to select from and so forth with a text set. Again – I think reading aloud, book talking and having high quality books makes the difference.
In the end, this book gets a big thumbs up from me. While the recommendations for teaching in this book are light (almost skim-able), the research presented is substantial and thorough and that’s what I found most energizing.
March 28, 2016
This book is a concise look into the research and practical methods to support independent reading (IR) in the classroom. Miller and Moss start with explaining why programs like SSR and DEAR fall short. For students to become successful readers IR needs to be scaffolded and supported by teachers so that independent reading is engaging and purposeful for students.
Some things that stood out for me.
~Early conferring is about getting to know and love the child, learning about his/her reading style, likes/dislikes. Yes! The author's acknowledged and affirmed time taken for this before getting in to conferring for modeling/instructing purposes.
~The research about IR times being different for struggling readers/advanced readers may stress some out as it relates to how to structure it in the classroom to best meet all needs.
~I loved the questions on p. 49 where the author asked herself before instructing, "Do I do these things outside the classroom?" If I don't, leave it out. (If I do, leave it in.) (ie... Do I fill out worksheets after I read a book? Do I discuss what I read with others? Do I choose books that I want to read? Do I make dioramas after I read a book?
~I'm going to hang the chart on p. 50 in my classroom (Questions Students Can Ask Themselves When Choosing Books) It's brief and to the point.
~We, as teachers, need to expand our vision of a "just right" book. This reaffirmed my beliefs... A book in which the student knows all the words might be just right for one wanting to practice fluency. One that is above his/her reading level, but one in which the student has lots of familiarity with the topic might be a just right book.... etc..
Some things that stood out for me.
~Early conferring is about getting to know and love the child, learning about his/her reading style, likes/dislikes. Yes! The author's acknowledged and affirmed time taken for this before getting in to conferring for modeling/instructing purposes.
~The research about IR times being different for struggling readers/advanced readers may stress some out as it relates to how to structure it in the classroom to best meet all needs.
~I loved the questions on p. 49 where the author asked herself before instructing, "Do I do these things outside the classroom?" If I don't, leave it out. (If I do, leave it in.) (ie... Do I fill out worksheets after I read a book? Do I discuss what I read with others? Do I choose books that I want to read? Do I make dioramas after I read a book?
~I'm going to hang the chart on p. 50 in my classroom (Questions Students Can Ask Themselves When Choosing Books) It's brief and to the point.
~We, as teachers, need to expand our vision of a "just right" book. This reaffirmed my beliefs... A book in which the student knows all the words might be just right for one wanting to practice fluency. One that is above his/her reading level, but one in which the student has lots of familiarity with the topic might be a just right book.... etc..
July 18, 2014
This is mainly a call to arms on a workshop approach to teaching reading. I think that most teachers already see the sense of this approach, but many still teach out of textbooks for a variety of reasons, mainly because the school requires them to teach that way. Personally, I teach out of a textbook roughly 1/3 of the time. I like the data of a student's performance on a leveled text, and the shorter passages provide compact reading comprehension practice.
My big takeaway from this book was teaching students to read independently. Most reading teachers do this themselves so easily that it's easy to forget that many people don't know how. I will definitely spend some class time this year practicing this skill and using the workshop/conferencing suggestions from this book.
Frankly, though, this is a pretty quick & dirty book. You couldn't use it to plan a whole reading workshop curriculum. For that, you would need to read up on Lucy Calkins and Nancie Atwell.
My big takeaway from this book was teaching students to read independently. Most reading teachers do this themselves so easily that it's easy to forget that many people don't know how. I will definitely spend some class time this year practicing this skill and using the workshop/conferencing suggestions from this book.
Frankly, though, this is a pretty quick & dirty book. You couldn't use it to plan a whole reading workshop curriculum. For that, you would need to read up on Lucy Calkins and Nancie Atwell.
January 30, 2016
Concise resource that follows the "Not this but that" format, addressing important questions like How can I find the time? Does it really impact student achievement? and What makes independent reading effective? It is strongest in presenting an effective, research-based argument for independent reading; teachers may need more scaffolding in actually implementing an effective reading workshop. The cross-referencing within the book is very helpful, as I found myself asking the same questions that were highlighted, and it would then point me to the page that addressed that very question. Especially helpful to me was the (large) section that discussed the 7 practices that are critical to effective independent reading (pp 16-36). I also liked the list of questions on page 49 that prompt us to think "Does what I'm asking children to do happen in the world? Is this something readers do outside of school?"
March 19, 2014
Readers read to get smarter and learn about themselves, other people, and the world. Reading is something they can do independently that empowers them to control their lives and make the world a better place. p. 69
If our goal as teachers is for students to grow up and be "real" readers, then shouldn't they have tons of time practicing just that? No More Independent Reading Without Support peels the orange precisely. Debbie Miller explains for students to become readers they need to spend huge amounts of time... reading. She continues by stressing that teachers have to include mini lessons and conferences to help scaffold children's growth as readers. Makes sense, right? Then check out your schedule. How much time do you have set aside for independent reading? I have about 10 minutes after lunch. Time to push my sleeves up and get to work!
If our goal as teachers is for students to grow up and be "real" readers, then shouldn't they have tons of time practicing just that? No More Independent Reading Without Support peels the orange precisely. Debbie Miller explains for students to become readers they need to spend huge amounts of time... reading. She continues by stressing that teachers have to include mini lessons and conferences to help scaffold children's growth as readers. Makes sense, right? Then check out your schedule. How much time do you have set aside for independent reading? I have about 10 minutes after lunch. Time to push my sleeves up and get to work!
January 7, 2014
I always read books that have Debbie Miller as an author, and that's why I bought this one. I love her chatty style with real classroom examples. This books combines research (Barbara Moss) with common sense classroom examples (Debbie Miller), and it's a great combination. I teach gifted students, and they usually (but not always) aren't struggling readers. I've noticed my readers sometimes reach a plateau, and I've been searching for strategies to use with this type of reader - how to keep them moving forward. This book has given me many new ideas to try, as well as confirming some of the reading response strategies I've been using but wondered about. This book was an awesome winter break read, and I'm excited to get back to my students with these new ideas!
November 19, 2013
There is plenty of thought provoking information in this tiny volume. It is a quick read that gets directly to the point. If you are looking for ideas to fine tune your reading instruction this might be for you. I feel in blends seamlessly with the theories and procedures used in Cafe 5/Daily 5. One challenge, though, is that this promotes using a large amount of classroom time for Independent Reading, a procedure that you may have to defend to administration or parents. Until you have the data that proves it is working in your classroom you may raise eyebrows. I think that once you have it up and running smoothly it should work nicely.
Displaying 1 - 30 of 67 reviews