Please, Take the "Silent" Out of SSR

"Fake Reading" -- What?

While perusing Pinterest, as I tend to do all summer long, I came across an anchor chart that an elementary teacher made for her students, titled "Real Reading vs. Fake Reading." On the "Real Reading" side were such things as quiet and sitting still, and on the "Fake Reading" side was written talking, moving around, and exchanging books before finished.

I wanted to scream out loud at the little screen on my phone, "Nooo!" No wonder children begin to despise independent reading time toward the upper elementary grades. Teachers are sapping all of the excitement and fun out of it. Reading is a social activity and should be treated as such. It's very much like watching a movie. When you go see a movie, you want to share your reactions to the characters, the dialogue, the action; you want to ask questions and interject your opinions -- before, during, and after; you want to point out things that are interesting, things that are new, things that don't make sense. And what's the first thing you do as the credits roll and you and your companions stand and stretch? You unload all of the details about why you did or did not like it, you ask each other what they thought, you recall favorite parts, you connect the film to other things.

Kids should be doing all of these things before, during, and after reading as well -- yes, even during Sustained Silent Reading. Case in point: In my middle school classroom, when students are reading independently and the room is completely silent (by force), I look out and I see boredom, disengagement, fatigue (with the few exceptions being those avid readers who will read anything anywhere no matter what). But the first time I allowed some talking and movement during SSR (and when I say "allowed," I mean that I was too tired to fight it), what I saw was amazing. Students were excitedly sharing what they were reading with the people sitting next to them. They were laughing out loud and commenting on things they were reading. They were trading books when they realized that what they picked from the shelf was not to their liking. They were actually interacting with reading.

Free Reading

Janice Pilgreen (2000) determined that there are eight factors that make SSR implementation successful, and one of those is an environment in which reading is treated as a social and interactive activity (Fisher, D., 2004). Any teacher will tell you that the more children read, the better their vocabulary, comprehension, writing, and of course the almighty test scores. But don't forget that the most important reason to incorporate time for independent reading in class is to increase students' enjoyment of reading. We don't want kids to see reading in class as a chore, or even an assignment. We want them to enjoy it. In order for that to happen, it needs to be free reading. Truly free reading should include the following things:
* Students are free to choose what they want to read (and don't want to read -- yes, let them go exchange their book if they discover they don't like the one they picked).
* Students are free to get comfy. Let them stretch out, sit on the floor, lean against the wall -- whatever makes them comfortable.
* Students are free to interact with their reading and others. If what they are reading inspires them to draw or doodle, let them do so. If what they are reading spurs reactions that they want to share with others, let them talk and share.
* Students are free to choose how to respond to the text for accountability. Instead of requiring a one-size-fits-all reading log or book report or multiple-choice questions, provide a menu of after-reading activities that accommodate multiple interests and talents (art, music, technology, writing, presenting, acting, etc.).

Reading Is Not a Silent Activity

My own sons were practically born with their noses in a book. They love to read with me and without me. When my older son was turning 7, he actually asked if he could have his birthday party at the library. He is 12 now, and I hate the thought that his school's or teachers' practices may soon drain him of his enthusiasm for reading. I try to keep the love alive at home by reading the same books he is reading, and then we can swap opinions about them or watch the movie if there was one made based on the book. He encourages me to read books that he has read, and I encourage him to read books that I think he would like. I truly hope his teachers are doing the same thing -- for him and for all of their students.

After my experiences in the classroom, research I have done on the subject of SSR, and my experiences with my own children, I will never again put my foot down and demand no talking during independent reading time. Reading is not a silent activity; perhaps from now on we should consider calling it Sustained Social Reading.