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. Reading frequency and interest tend to decline in adolescence, so this could be an especially important time to provide dedicated time for reading for all learners.
Example: Use This Strategy In in the Classroom
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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, videos) occurs outside of the classroom, allowing class time to be used for more active and application-based activities.
Multimodal teaching and learning provide opportunities for students to engage with the same content through different sensory modalities, such as visual, auditory and tactile.
Retrieval practice requires students to access information, or get information “out” from Long-term memory in order to support better retention and understanding.
A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole learner, in order to empower them to flourish.
Incorporating think-alouds, or verbalizing thinking while reading or working through a new concept, can be a powerful way to help learners explore disciplinary texts, learn new skills, and retain content.
