Independent reading is a routine, protected instructional practice that occurs across all grade levels. A list of resources and further research is also provided. This revision provides a definition of independent reading, explains the benefits of independent reading and its necessity as a protected time in the classroom, shares core values surrounding the instructional practice of independent reading, as well as guidelines and suggested best practices for educational stakeholders (teachers, administrators, and community partners). Research supports that independent reading has the most significant impact on student success in reading, but unfortunately it is a practice that is often replaced with other programs and interventions (Lewis & Samuels, 2002). We believe leisure implies that this reading is solely for entertainment and does not impact long-term reading success. An explanation can be found here.The NCTE Position Statement on Independent Reading is a revision of the previous statement on leisure reading. Dale-Chall and Spache is another readability formula.The Flesch Formula, which paved the way for the Dale-Chall, can be found here.The formula and readability graph can be found here. Fry Readability Formula is the most widely known method for determining reading level.There are many ways to determine reading level some more accurate than others, some more time-consuming. The purpose of the reading (motivation) will be important when deciding which materials to make available. Interestingly, if a child is motivated to learn content due to intrinsic interest, he or she will eagerly chunk through more difficult reads in search of the information being sought. If the reading is for pleasure, independent reading or learning, an independent reading level would be best, since comprehension is greater at this level. When considering reading level, it is important to determine the purpose of the reading. Children presented with a constant stream of materials (not just literature-based) with a high frustrational reading level will quickly become disheartened about learning. At the frustrational level, a child will become discouraged, often due to the large percentage of unknown words, setting the read aside. The last level is the frustrational level. New vocabulary will likely be introduced, but is not the greater percentage of what is read, less frustration set in. This is the level where progress occurs as the child is building reading skills. Material at this level is used for instructional methods, where help will be available from a parent or instructor when there is question in regards to pronunciation or meaning. There is also an instructional reading level. Independent reading level is the level at which a child could sit on a couch, read with ease independently, and remember what was read (comprehension). Generally, people are most interested in determining independent reading level, the level at which a child can read with confidence, without help. First it must be decided which reading ability is being determined.
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