Out of the Shadow of SSR: Real Teachers’ Classroom Independent Reading Practices

Abstract

Nearly a decade ago, the National Reading Panel concluded that there was insufficient research evidence supporting the classroom use of independent reading. While not an outright indictment, the resultant practical outcome called into question independent reading as classroom practice. One troubling aspect of this fallout was the limited scope of the NRP examination, based primarily on sustained silent reading (SSR) or similar programs, which may or may not reflect the ways that independent reading is enacted in real practice. This inquiry project identifies how eight highly effective teachers think about and use independent reading and illuminates important differences between SSR and their independent reading practices. Some vital components of their programs include teacher support for students’ reading independence, a focus on students’ reading growth, and a commitment to student-centered practices. Outlined in conjunction with accumulated scholarship, this examination provides insight into independent reading through the lenses of these highly effective teachers, allowing independent reading as a classroom practice to be drawn out of the shadow of SSR and better positioning it to reclaim its credibility in elementary literacy instruction.