Creating Lifelong Readers Through Independent Reading —
Abstract of

Chapter 3
Structuring Independent Reading Experiences

Barbara Moss

Terrell A. Young

Do you want to implement independent reading but are unsure about how to make it happen? This chapter outlines classroom-tested best practices for organizing the independent reading classroom. From scheduling to conferencing to accountability to record-keeping, it provides an easy to use blueprint for making independent reading work. The chapter describes two basic components of independent reading: Community Reading Time, designed to build motivation for reading, and Supported Independent Reading Time, when teachers conduct focus lessons and students read, conference with the teacher, and respond to books. Explicit examples of procedural (how to pick a book) and literacy strategy focus lessons (understanding character traits) demonstrate how teachers actively teach reading during independent reading time. This chapter also explains how to structure student–teacher conferences and provides examples of questions teachers can ask during these conferences. Specific suggestions for teacher and student record-keeping are found at the end of the chapter, along with an interview with reading expert Linda Gambrell.

Moss, B., & Young, T.A. (2010). Structuring Independent Reading Experiences. In Creating Lifelong Readers Through Independent Reading (pp. 68-91). Newark, DE: International Reading Association.