I’m in my eighteenth year of teaching and I’ve set aside time for student self-selected reading every day for every one of those years. It is the most sacred item on my agenda. On one of those days where we have an assembly and a fire drill and a bee gets in the room and blows a ten-minute hole in my science lesson and I have to cut something, I never cut independent reading.
As a student teacher, I was fortunate enough to be placed with a mentor teacher who valued independent reading time as much as I do. But even back then, her principal looked at this 30 minutes as wasteful. When the administration adopted a new program and my mentor teacher was wondering where she would fit it in, the principal suggested she just get rid of that student reading time.
It’s been that way ever since. I have never had an administrator who offered a full-throated endorsement of independent reading. More often, it’s the opposite. I’ve sat in meetings where principals presented research showing independent reading wasn’t effective. (Not true, by the way. Read more here.) I’ve known teachers who were flat out told to end the practice. I’ve sat in meetings where an administrator’s minion (a “coach,” she was rather hilariously called) questioned its efficacy.
An aside: My sneaking suspicion is that administrators don’t like independent reading because teachers aren’t doing enough. This is where the criticism of Drop Everything And Read came from. Teachers, those valuable professionals who eat up the lion’s share of district budgets, shouldn’t be getting paid to sit around reading with their students when they could be teaching. It’s a belief that permeates the entire day. Although providing students feedback is a critical part of the learning process, most teachers I know wouldn’t be caught dead grading student work while students are in the room. Teachers are supposed to teach, every second of every day. And they’re supposed to do all that other teachery stuff during their prep time (good luck with that).
In fairness, some data does suggest that independent reading isn’t effective for our lowest readers. The reason independent reading doesn’t work for the lowest readers, the research has concluded, is because those students — wait for it — don’t use the time to read (or they attempt to read stuff that’s too hard, which is just another way of saying they don’t read). Those students, we are told, should be engaged with the teacher in direct instruction.
This is quite possibly the dumbest reason to stop doing something I have ever heard. I can think of no other thing we do inside the classroom or out of it where we would apply the same logic.
–Students who don’t pay attention to our lessons don’t learn as much, so we should stop teaching lessons.
— Students who don’t do their math assignments don’t learn as much math, so we should stop assigning math.
— Basketball players who refuse to try hard in practice don’t get any better, so we should pull them off to the side and coach them separately.
— Your daughter refuses to practice piano when you ask her to, so you should stop giving her time to practice.
Of course the kids who don’t read during independent reading time don’t get better at reading. That doesn’t mean we should stop doing it. It means we should figure out how to get kids to do it, just like we would for anything else we believe is beneficial.
–We don’t stop making our kids take baths because they don’t like them.
–We don’t tell our daughters, “Ah, the hell with it, just leave your room filthy,” because they don’t want to clean it.
–We don’t allow our sons to eat pancakes and pizza for dinner every night because they don’t like fruits and vegetables.
And we shouldn’t just shrug our shoulders when students don’t want to read. Nor should we pull them back and make them read to us. Reading to oneself is a life skill that has the potential to change futures.
Yes, we should teach reading lessons. We should intervene with kids who struggle. But we should also provide the time for kids to read whatever they want to themselves. We shouldn’t give up just because a handful would rather not.
–My mom got me to eat celery by slathering it with peanut butter.
–My dad got me to clean my room by threatening consequences if I didn’t.
–My third grade teacher got me to turn in my homework by announcing to the class which kids didn’t turn theirs in.
Get creative. Pull out all the stops. Get kids to read to themselves.
For some, that might mean helping them find books they’re interested in or guiding them toward books they can actually read. It might mean establishing a culture where kids don’t feel self-conscious about reading books at a lower level than their peers. It could even mean —gasp — consequences for not reading, just as there would be for kids who refuse to do their math, try hard at basketball practice, or clean their rooms. Experiment. Get creative. But don’t just give up. Independent reading is too important.