it’sAs teachers, we know one of the most powerful ways to help students become stronger readers is by giving them time to read. Unfortunately, many schools seems to be doing away with independent reading in the name of “Science of Reading” or other curriculum initiatives, without true understanding of these initiatives. (Super grateful that my district always valued independent reading!)
But that’s only part of the equation. To truly foster growth and independence, students need more than time—they need support in choosing the right books and opportunities to reflect on who they are as readers.
That’s where intentional teaching comes in. I thought I’d share some thoughts about what I’ve noticed and learned in my billion years of teaching. I’ll show you the Science of Reading connection as well so don’t worry. Let’s roll!
The Power of Choice + Guidance = “Just Right” Books
Students don’t magically know how to pick books that are a good match. Left on their own, they might choose books that are too easy, too hard, or just not a good fit for their interests or reading habits. And while it’s perfectly fine (and even encouraged!) to read “relaxed reads” or try a challenging text from time to time, the bulk of their reading should be spent in “just right” books—books that stretch their thinking without overwhelming them.
This is truly such a life skill–being able to be reflective and self-assessing is something they will use for the rest of their lives.
That’s why I created my Getting Ready for Reading resource—to help teachers explicitly teach students how to choose just-right books, reflect on their own reading behaviors, and develop habits that support strong, independent reading all year long. If you’re looking for guidance, check it out.
What Does the Science of Reading Tell Us About Independent Reading?
The Science of Reading isn’t just about phonics and decoding (misconception alert!). While foundational skills are essential—especially in the early years—there’s much more to reading than sounding out words.
For students in grades 2–5, language comprehension, vocabulary development, fluency, and background knowledge become increasingly important. And one of the best ways to grow these skills is simple: let students read books that are the right fit and that they want to read.
It’s really that important?
When students spend time reading “just right” books—texts that are neither too easy nor too frustrating—they’re more likely to:
- Engage deeply with the text
- Apply comprehension strategies that have been taught and explicitly modeled
- Build stamina and focus (which benefits far more than just reading!)
- Strengthen fluency through practice in authentic, connected text
- Expand their vocabulary and background knowledge naturally
- Transfer skills learned in whole-group instruction into independent practice
And just as important—students start to see themselves as real readers. Motivated. Curious. Capable.
The Science of Reading also highlights how skilled readers self-monitor, set goals, and reflect on what they read. That’s why it’s so critical to help students learn how to choose books that are a good fit, recognize when they’re stuck, and think about their own reading behaviors. When we teach those habits early and revisit them often, we empower students to take ownership of their reading journey.
In other words? Giving students time to read isn’t “extra.” It’s essential. And giving them the tools to do it well—that’s powerful teaching.
Teaching Students to Be Reflective Readers
One of my favorite parts of the Getting Ready for Reading “toolkit” is how it encourages students to think about themselves as readers. Through surveys, goal setting, reflection forms, and prompts like “What is a good reader?”, students begin to understand that reading is more than just sounding fluent. It’s about engagement, stamina, strategy, and joy.
I truly worry that sometimes students think reading and math are just “getting the right answer” and filling in the blank. As teachers, we really need to help students understand the “why” we teach certain skills and topics. Having great discussions and charting student ideas is a great way to get these ideas out in the open. Revisit them OFTEN!
What lessons do I do?
We have the BEST discussions, and they really help contribute to that reading “culture” I want to develop. Check these out!
- How to preview a book before committing
- Is it ok to “abandon” a book? When?
- Reflect on whether a book is too easy, too hard, or just right
- Identify what makes reading enjoyable
- How do we develop reading stamina?
- What are genres? What are the different types of texts we can read?
By giving students these tools and language early in the year, you’re building a classroom where reading is personal, purposeful, and powerful. Talk about great messages to send to students, right? Let’s help them understand that reading is for THEM, not us! Reading isn’t a school task–it’s a life skill.
Final Thoughts
It’s easy to think of independent reading time as a break from teaching. Actually, it’s a prime opportunity TO teach and confer with students. With the right guidance and the right tools, that time becomes an extension of your instruction, a chance for students to put their learning into action.
Launching your reading block isn’t just about choosing the right curriculum—it’s about helping students fall in love with reading. We need to take the time to get to know our students as readers, model our own reading lives, and teach them how to find books they connect with. This builds a foundation that lasts all year. Engaged readers read more. And students who read more… grow more. If we want to nurture confident, capable readers, it starts by making reading meaningful—and making space for it every single day.
Want more help with your independent reading time?
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