Creating Lifelong Readers Through Independent Reading

Front Cover
International Reading Assoc., Apr 14, 2010 - Education - 208 pages
0 Reviews

In a time when reading instruction is being marginalized and replaced with scripted reading programs, Creating Lifelong Readers Through Independent Reading gives concrete suggestions for creating independent reading programs that make a difference. In a hands-on, approachable style, authors Barbara Moss and Terrell Young show you how to effectively reestablish independent reading as a central focus in your K–6 classroom. A thorough, research-based discussion of the benefits of independent reading is combined with the following practical tools to help you fit it into a jam-packed classroom schedule:

  • Tips for creating a sustainable, effective classroom library and maximizing the school library resources
  • Helpful guidelines for teaching students to self-select appropriate reading materials
  • Numerous suggestions for building effective independent reading time into your daily schedule—even during content area instruction
  • Lesson ideas for incorporating strategy instruction into independent reading time
  • An extensive literature list, graphic organizers for the classroom, and reproducible handouts for parents

Plus, insightful interviews with literacy leaders Richard Allington, Linda Gambrell, Tony Stead, Sharon Taberski, and Myra Zarnowski tie together key points about the importance of independent reading.

  

What people are saying - Write a review

We haven't found any reviews in the usual places.

Contents

How to Create a Classroom Library That Makes a Difference
35
CHAPTER 3
68
CHAPTER 4
92
CHAPTER 5
122
APPENDIX A
149
REFERENCES
165
INDEX
181
Copyright

Common terms and phrases

About the author (2010)

Barbara Moss, PhD, is a professor at San Diego State University in the area of literacy education. A former classroom teacher and reading supervisor, Dr. Moss has presented and trained widely on using nonfiction literature in elementary and middle grade classrooms. She is the author of a number of journal articles and coeditor of several International Reading Association publications. In 1997 she received an Elva Knight Grant from the International Reading Association, which helped to support portions of the research described in this book.

Bibliographic information