Supported Independent Reading
Overview
Supported independent reading, sometimes called Scaffolded Silent Reading, is when teachers scaffold and monitor learners' independent reading time, offering students a choice of accessible texts, and periodic check-in's with individual students to provide guidance and accountability. Unlike Sustained Silent Reading or Drop Everything and Read (DEAR) time, which are not well-supported by research and can have a negative impact on non-fluent readers, effective independent reading should include scaffolded supports to help students select developmentally appropriate texts and make meaning of what they are reading. The structure and duration of supported independent reading can vary, but typically it is 10-30 minutes of uninterrupted time, with direct or indirect teacher support and guidance. Students who are not yet reading fluently can explore texts with a read-aloud option, such as digital or audiobooks, to continue developing their literacy skills. Providing a range of high-interest, quality, and developmentally appropriate reading materials, allowing student choice, and creating opportunities for social connection are all examples of Social Supports that support reading Motivation, and can be incorporated into supported independent reading.
Example: Use This Strategy in the Classroom
Watch how an elementary teacher uses independent reading in her classroom, offering a variety of reading options and facilitating informal book talks!
Design It into Your Product
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Instructional Approaches Strategies
Flipped learning is when the delivery of traditional content (i.e., lectures, and videos) occurs outside of the classroom, allowing class time to be used for more active and application-based activities.
Read-alouds are an instructional practice in which teachers read aloud from a text to students, modeling fluent reading, asking questions, and actively engaging with students to enhance their understanding.
Retrieval practice requires students to access information, or get information “out” from Long-term memory in order to support better retention and understanding.
Spaced practice is a learning strategy that deliberately spaces out learning or study sessions over varying periods of time, with the purpose of increasing retention, understanding, and long-term knowledge acquisition.
A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole child, in order to empower them to flourish.
