What is Self-Directed Reading?

Self-directed reading is a meaningful way to support students' independent selction and reading of materials. This is a time to build reading fluency, support students in becoming more independent in finding and reading texts at their own independent reading levels, and to build confidence as readers.

​During self-directed reading teachers guide students as they select materials appropriate for their reading levels without interfering with true choice. Students are supported in making choices about the materials they read as well as the way they will respond to their reading. During this time, teachers do not require students to read and respond, but rather create an environment where they want to read and respond. 

Purposes of Self-Directed Reading

  • Help students develop the skills to select reading materials they find interesting
  • Provide opportunities for students to share and respond to what they are reading 
  • Provide opportunities for teachers to conference individually with students about books they are reading
  • Read aloud to students from a variety of texts and text types

Self-Directed Reading Structure

  • Teacher Read-Alouds
Teacher begins by reading aloud to students from a wide range of literature, text forms, and technologies.
  • Mini-Lessons
Teachers assist students with disabilities in learning how to find books of interest and use strategies and technologies to read and share more independently. 
  • Children Reading "On Their Own Levels" from a Variety of Books
In addition to providing the widest possible range of text genres and levels, teachers also incorporate the use of technology to make reading and sharing more accessible to students with disabilities and to provide an engaging alternative for all students. 
  • Teacher Conferencing with Students
While students read, the teacher conferences with a few children each day to observe and provide the support some children will need to grow in their independent reading.
  • Opportunities to Share What They are Reading with Their Peers
Being aware of the communication and learning differences that make talking about text difficult, teachers work with students and related services personnel to help students find ways of sharing their reading interests with others.

Erickson, K. A. & Koppenhaver, D. A. (2007). Children with disabilities: Reading and writing the four-blocks® way. Greensboro, NC: Carson-Dellosa Publishing Company, Inc. 

A wonderful resource with many specific lesson plan structures is Self-Selected Reading the Four Blocks® Way, available for $.10 used from Amazon + postage.