I once observed a middle school classroom during a silent reading period. At the start of class, the teacher announced that it was time for silent reading and instructed students to pick out a book. Students ventured to a small classroom library, selected a text, and returned to their seats. Then the teacher dimmed the overhead lights and played classical music in the background as students read. As the minutes ticked by, some students appeared to read quietly at their desks, while others started to lose interest. Some put their heads down and fell asleep, while other students kept wandering to the library to pick out a different book.
I was thrilled to see this teacher incorporate such an important reading strategy-silent reading-into their practice. I realized the teacher had the best intentions when setting out to create a cozy, relaxing environment for students to read. However, the dim lighting and music playing in the background–not to mention the limited selection of high-interest books–all contributed to students disengaging from the reading task. Some students struggled to concentrate with the background noise and others found it difficult to keep their eyes focused in the low lighting. While the classroom ambiance was indeed relaxing (so much so that some students fell asleep), it was not the ideal environment for reading.
These are some of the common pitfalls I observe during silent reading periods. Teachers hope to make reading more inviting and approachable by creating a warm and cozy environment, but often these choices (lighting, limited selection of reading materials, background noise) actually make reading more challenging for students. Because reading is so critical for student success, it is helpful to be mindful not only of giving students time and space to read, but also to intentionally plan silent reading activities to maximize the benefits.
Why Silent Reading Matters
There’s no doubt that students need to read proficiently. A healthy reading practice promotes literacy skills and builds confidence, but it also increases comprehension and improves student achievement across other areas. But how much reading is enough? Should students be reading an hour a day, or can they get by with five to ten minutes?
According to a large study conducted across grade levels, the magic minimum number is fifteen minutes. Students who read for fifteen minutes or more a day see significant increases in growth and overall performance. They score higher on aptitude tests and are more likely to graduate high school and enroll in college.
The problem is, less than half of our students are reading for the recommended fifteen minutes. In fact, most of them read for much less than that (or infrequently, if not at all). These lower reading rates are–not surprisingly–linked to lower levels of growth. In contrast, only one in five students read for more than half an hour, which researchers found yields the highest gains. Students who read for 5-14 minutes made some gains, but were still below the national average for reading scores. However, once students hit fifteen minutes of reading per day, their achievement improves significantly.
Here’s a concrete example: if a first grader reads an average of fifteen minutes a day, that student will encounter approximately 5.7 million words by the time they graduate high school. If that same student reads for thirty minutes or more a day, the total increases to 13.7 million words. However, if the student reads for less than 15 minutes, they will only learn about 1.5 million words. Clearly, this leads to a huge difference in vocabulary and literacy skills.
Teachers are constantly sharing with me that their students struggle with vocabulary. Given the sheer volume of vocabulary students will encounter if they read 30 or more minutes a day, it’s evident that reading plays a vital part in building students’ language skills.
Moreover, a regular reading practice can lead to significant gains for struggling readers. As the data indicates, “Frequent high-quality reading practice may help children compensate for—and even overcome—the challenges of being socially or economically disadvantaged, while a lack of reading practice may erase or potentially reverse the advantages of a more privileged background.” Arguably, a healthy reading practice matters to all kids, no matter their background, age, or grade level.
Setting Up for Silent Reading
Whenn students have the ability to read independently, we should give students plenty of opportunities to practice with engaging reading materials in a supportive environment. But it’s also important for students to be deeply engaged with what they’re reading, versus just going through the motions. This means we need to set up the correct environment in order for reading to have a positive impact on students.
Here are some helpful steps to get started:
1. Provide a quiet space.
As in the opening example, sometimes teachers will have music playing while students are reading, or will have other activities occurring while students are trying to read. For some learners, background noise and chatter might not be as distracting. But for students who aren’t reading fluently yet, these distractions can make it more challenging to read.
For many students–and especially struggling readers–understanding the meaning of a text requires a high level of focus. Some students need to process each line, or even each word, as they read. This is complex work. If there are too many distractions in the classrooms, students will struggle to focus and it will be more difficult for them to comprehend what they are reading. This can be true for younger and older students who are struggling to learn to read fluently.
The ideal reading environment should be quiet and free from distractions. The teacher can help establish a quiet environment by ensuring everyone is seated, has their books, and is ready to be quiet. Once all of the movement and excess noise has stopped, then the teacher can signal for the silent reading period to begin.
2. Consider flexible seating.
Offering flexible seating options during silent reading helps students feel more comfortable. It also lets them express their preferences and make their own choices about where they want to read. Getting up and moving around the classroom encourages students to prepare for the next task and refocus their brains. Flexible seating has also been shown to improve students’ wellbeing and mental health.
At the beginning of the silent reading period, let students move around the classroom, grab a pillow, and sit in a spot where they feel more comfortable. Teachers can add comfortable seating like bean bag chairs and floor pillows, or even create a Reading Corner in a quiet part of the classroom. In some classrooms, teachers have created a Reading Corner by adding bookshelves, a couch, pillows, and a blanket. Students could visit the reading corner during designated times, pick out a book, and cozy up on the couch to read. They could also read in small groups, but the teacher limited the number of students permitted in the reading corner to minimize noise levels and distractions.
3. Ensure everyone reads.
All students should be reading during silent reading periods. The teacher can begin by saying: “OK, it's time to read quietly. Everybody should have a book in their hands, be seated, and ready to read.” The teacher will then guide students as they find a book and a place to sit and read. They should also hold students accountable to the guidelines for behavior during silent reading time (i.e. everyone must be reading quietly, focusing on the text, and not distracting neighbors).
4. Keep the lights on.
While dimming the lights in the classroom might seem like an easy way to make the space feel cozier, studies have shown that dim lighting can actually have negative short-term effects. When the lights are low, our eyes have to work harder to focus on the text. This can lead to short-term eye fatigue, which may also cause headaches, dry eyes, and general eye discomfort. Moreover, dim lighting can cause students to relax a little too much, and they might fall asleep–which definitely doesn't help them read!
Proper lighting is important for developing a successful reading practice. Keep the classroom bright and well-lit so students can see the text clearly. Natural light is ideal, but if it isn’t available, then be sure to keep the classroom lights on.
5. Provide a literacy rich environment.
One of the goals of silent reading is to promote a love of literacy. When students are excited about reading, they are more likely to read outside of school and develop a life-long habit of reading. To encourage their excitement about reading, teachers should provide a wide range of books for students to choose from; the books should cover various topics, genres, and reading levels as well as different formats, such as digital, audio, and print.
Because classrooms contain a range of learners and abilities, it’s important to include texts at various reading levels. This enables high and low-level readers to find books that match their reading level and interest. Teachers can provide a selection of high interest, lower-reading level texts to better keep students engaged. Teachers should also aim to build a library that includes diverse perspectives and reflects students’ interests. If funding isn’t available to purchase adequate books for a classroom library, teachers may consider checking out books from the school library and then allowing students to read from that selection.
6. Invite students to whisper read.
Whisper reading is a strategy where students read in a whisper voice. Silent reading periods are ideal times for a teacher to pull students to the side and ask them to whisper-read a paragraph of their book to them. The reading simply needs to be low enough that it doesn’t distract other students. Hearing students read the text lets the teacher know if they are reading the right level of book and if they understand it. If it's not the right reading level, the teacher can help that student find the correct level for independent reading. Similarly, if students are reading books that are below their reading level, the teacher can encourage them to try more challenging texts. This can also be a good opportunity to help students set goals for their reading, review vocabulary words and assess comprehension.
7. Provide opportunities for students to share what they are reading.
At the end of silent reading time, students should be encouraged to reflect and discuss what they are reading with their peers. Reflection activities help create accountability, build excitement and encourage a love of reading. For instance, a teacher might direct students to turn to a partner and share something interesting that happened in their book. Or the teacher can provide Post-It notes and ask students to jot down interesting vocabulary words that they encounter or something the author wrote that intrigued them. This helps students move beyond simply summarizing what happened in the book. Teachers can also set up book clubs within the classroom where students can talk about a book they all read, or create a bulletin board that features book quotes students have selected. Another idea is to mount students’ pictures in the hall with a clip attached to them. As students read new books, they can hang a picture of their favorite ones and write a sentence or two about why they enjoyed them.
8. Encourage perseverance.
Adults and students alike are reading less than they did in the past. Many factors have contributed to this shift, but it’s important for teachers to recognize that some readers will be disinterested in reading or will struggle to stick with the task for longer periods of time.
While we don’t want to discourage students from reading by enforcing unrealistic requirements, we do want to ensure they are growing in their reading practice. To encourage students to persevere through a reading task, teachers can begin by inviting them to read for shorter lengths of time. They might begin with a six minute reading period, then extend it to eight, ten, twelve, and so on until students are able to focus for longer stretches, all while praising their efforts along the way. These time periods can be adjusted to suit the age and reading level of the students.
Perseverance also involves working through vocabulary and comprehension challenges. If students encounter tough vocabulary words, teachers can model how to figure out the meaning of the word using context clues. They can also offer strategies for when students don’t understand something in a text, or when they feel frustrated or confused. For example, the teacher can demonstrate how to diagram a sentence or pick out key words and ideas. Teachers can also encourage intermediate or struggling students to read grade-level texts (rather than lower level ones) by offering supportive lessons and creating a quiet space where students can focus on more challenging texts.
Even proficient readers are not going to understand everything they read. And that’s okay; it’s part of the process of growth. But we need to remind students that it’s important to stick with a text and recognize that just because it is difficult doesn’t mean it’s not worth reading.
Reading has many benefits for individuals. When teachers embrace silent reading as an important part of daily classroom instruction, they can help students reach their fullest potential and develop a love of reading that will benefit them for years to come.
If you’d like tips on building a diverse and equitable classroom library, my new book Intentional Instructional Moves features strategies and tools to support educators as they elevate their classroom reading practices.
"Nurturing a Love of Reading through Silent Reading" was previously published in the Tennessee Literacy Journal Fall 2024 edition. Find out more information here.
For more information on coaching, see my previous book, Coaching Redefined.
Get in Touch
Please connect with me to share your own silent reading ideas or ask for assistance. We truly are all in this together.
Twitter: @Sherrystclair
Facebook: Sherry St Clair
Instagram: Sherryst.clair
Website: Reflective Learning, LLC