No More Independent Reading Without Support

Overview

"What if there was a time when things slowed down? No rotations, activities, or worksheets-just you, your kids, and books. Would you take it?" -Debbie Miller and Barbara Moss

We know children learn to read by reading. Is independent reading valuable enough to use precious classroom minutes on? Yes, writes Debbie Miller and Barbara Moss, but only if that time is purposeful.

DEAR and SSR aren't enough. Research shows that independent reading must...

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Overview

"What if there was a time when things slowed down? No rotations, activities, or worksheets-just you, your kids, and books. Would you take it?" -Debbie Miller and Barbara Moss

We know children learn to read by reading. Is independent reading valuable enough to use precious classroom minutes on? Yes, writes Debbie Miller and Barbara Moss, but only if that time is purposeful.

DEAR and SSR aren't enough. Research shows that independent reading must be accompanied by intentional instruction and conferring. Debbie and Barbara clear a path for you to take informed action that makes a big difference, with:

  • a rationale for independent reading that's worth finding the time for
  • research evidence on its effectiveness and instructional best practices
  • a framework with 10 teaching tactics for starting and sustaining success.

"When we set children loose day after day with no focus or support, it can lead to fake reading and disengagement," write Debbie and Barbara. "It's our job to equip children with the tools they need when we're not there." Read No More Independent Reading Without Support and find out how.

About the Not This, But That Series
No More Independent Reading Without Support is part of the Not This, But That series, edited by Nell K. Duke and Ellin Oliver Keene. It helps teachers examine common, ineffective classroom practices and replace them with practices supported by research and professional wisdom. In each book a practicing educator and an education researcher identify an ineffective practice; summarize what the research suggests about why; and detail research-based, proven practices to replace it and improve student learning.

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Product Details

  • ISBN-13: 9780325049045
  • Publisher: Heinemann
  • Publication date: 9/12/2013
  • Edition description: New Edition
  • Pages: 96
  • Sales rank: 90,175
  • Product dimensions: 7.40 (w) x 8.70 (h) x 0.30 (d)

Meet the Author

Debbie Miller is coauthor of three Heinemann resources: "Kids with Grit," a course on the Heinemann Digital Campus; No More Independent Reading Without Support, part of the Not This But That series; and Comprehension Going Forward. Debbie taught and learned from children in the Denver Public Schools for thirty years and worked for many years with the Denver-based Public Education and Business Coalition (PEBC), a nonprofit group committed to providing ongoing support and leadership for schools in the Denver area and nationally. She has also been an adjunct professor at The University of Denver and Regis University. The beloved author of Teaching with Intention; Reading with Meaning; and multiple videos, including Happy Reading!, The Joy of Conferring, and Literacy Attendance, Debbie now presents workshops and works extensively with schools and districts on long-range planning and development of literacy programs.

Nell K. Duke, Ed.D., is a professor of language, literacy, and culture and faculty associate in the combined program in education and psychology at the University of Michigan. Duke received her Bachelor's degree from Swarthmore College and her Masters and Doctoral degrees from Harvard University. Duke's work focuses on early literacy development, particularly among children living in poverty. Her specific areas of expertise include development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She currently serves as Co-Principal Investigator on projects funded by the Institute of Education Sciences, the National Science Foundation, and the Spencer Foundation. Duke is the recipient of the American Educational Research Association Early Career Award, the Literacy Research Association Early Career Achievement Award, the International Reading Association Dina Feitelson Research Award, the National Council of Teachers of English Promising Researcher Award, and the International Reading Association Outstanding Dissertation Award. She is author and co-author of numerous journal articles and book chapters as well as the books Reading and Writing Informational Text in the Primary Grades: Research-Based Practices; Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to Five; Beyond Bedtime Stories: A Parent's Guide to Promoting Reading, Writing, and Other Literacy Skills From Birth to 5; and her most recent book, Reading and Writing Genre with Purpose in K - 8 Classrooms. She is also editor of The Research-Informed Classroom book series and co-editor of the book Literacy Research Methodologies. Duke teaches preservice, inservice and doctoral courses in literacy education, speaks and consults widely on literacy education, and is an active member of several literacy-related organizations. She has served as author and consultant on a number of educational programs, including Buzz About IT, iOpeners, National Geographic Science K-2 and the DLM Express. Duke also has a strong interest in improving the quality of educational research training in the U.S. Nell is currently overseeing IRA's Literacy Research Panel blog, which you can follow here: http://www.reading.org/general/Publications/blog/LRP

Ellin is author of Talk About Understanding: Rethinking Classroom Talk to Enhance Understanding, To Understand: New Horizons in Reading Comprehension, co-author of Comprehension Going Forward and of Mosaic of Thought: The Power of Comprehension Strategy Instruction, 2nd edition as well as numerous chapters for professional books and journals on the teaching of reading as well as education policy journals. Ellin Oliver Keene has been a classroom teacher, staff developer, non-profit director and adjunct professor of reading and writing. For sixteen years she directed staff development initiatives at the Denver-based Public Education & Business Coalition. She served as Deputy Director and Director of Literacy and Staff Development for the Cornerstone Project at the University of Pennsylvania for 4 years. Ellin currently serves as Director of Research and Development for the PEBC, as senior advisor to Heinemann Professional Development and works with schools and districts throughout the country and abroad. Ellin Oliver Keene is a Heinemann Professional Development provider. She presents Heinemann One-Day Workshops, Live Webinars, and all forms of On-Site PD. She is most sought after for her long-term professional development residencies in partnership with Heinemann Professional Development. For an overview of the Keene Residency ยป

Barbara Moss is coauthor of No More Independent Reading Without Support, part of the Not This, But That series. Barbara is a professor of literacy education at San Diego State University, where she teaches courses at the credential and masters levels. She has been a reading specialist, a reading supervisor, and presently works in an urban San Diego high school as a literacy coach. She has published numerous journal articles, books, and educational materials. Her areas of research interest include informational texts, content area literacy, and children's literature.

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