A Preview from A Guide to the Reading Workshop: Middle Grades
by Lucy Calkins and Mary Ehrenworth
Over decades of research (1977, 2002), Richard Allington has returned often to the three key conditions readers need to thrive:
- time to read,
- access to books they find fascinating, and
- expert instruction.
The first condition, time to read, means examining middle school schedules to make sure students get time to practice. Allington argued, and many other researchers have argued, that above all, students need time to engage in reading in order to get better at reading. Arguing for time for independent reading in schools, Donalyn Miller (2015) likens the situation of students needing to read in order to get better at reading to learning a sport or an instrument. No one ever asks the coach why his players are practicing on the field, and no one asks the music teacher why students are playing instruments during practice times. The only way to get better at doing something is to practice doing it.