textbooks) were allowed, and students were not permitted to work on homework or class assignments. Within four to six weeks, the time spent reading was gradually increased to 15 and then 20 minutes. Several teachers noted that many students can sit, do nothing, and avoid reading for 10 minutes, but when the SSR is 20 minutes, it is almost impossible for students to do nothing. At that point, they start reading. In some classes, students would read for 30 minutes, complaining if they were given less time! Teachers report that 90 to 95 percent of their students were, in fact, reading their books, consistent with other reports that have found that, when properly implemented, almost all students take advantage of the SSR time provided. Not only did these formerly disengaged students who disliked reading become “thoroughly enthralled” with their reading, but they also made progress as readers and writers, showing increased achievement scores in vocabulary development and writing proficiency. In multiple ways, more reading led to better reading. The Thrill of Personal Choice Students are thrilled when they get to choose their own books. Research has frequently found that self-selection is the hook that snags both children and teens and convinces them to read: • Allowing students to self-select their books results in more involvement and thus more motivation to read (Sewell, 2003; Gallager, 2009; Pruzinsky, 2014). • Self-selection allows students more latitude to be deeply involved with the learning process, thus fostering an interest in, as well as developing an ownership of the reading process (Kragler, 2000). • Students choose books that match their personal interests—both narrative and expository texts. Kids are also drawn to books that their friends or other trusted readers recommend (Edmunds and Bauserman, 2006). Hiebert (2014) cautions, however, that children benefit from help—they grow into self- selection with parent or teacher guidance and thoughtful scaffolding. The Value of Time Students need extensive time to read. Allington and Johnston studied exemplary first- and fourth-grade teachers in six states and found that extensive reading is critical to the development of reading proficiency. “Extensive practice provides the opportunity for students to consolidate the skills and strategies teachers often work so hard to develop. The exemplary elementary teachers we studied recognized this critical aspect of instructional planning. Their students did more guided reading, more independent reading, more social studies and science reading than students in less-effective classrooms” (Allington, 2002).
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CHAPTER 3: EQUITY
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