Independent reading is a critical area in the learning process of students throughout their different stages of education. This method of learning involves students reading on their own or in groups with the assistance of their teachers and educators (Donohue, 2008). Independent reading has been identified as one of the most crucial learning approaches that impact students’ reading growth and development.
This paper presents an independent reading rubric assessment for students in middle school. The paper also provides an analysis of the insights gained from the assignment and the areas that demand consideration from teachers and educators.
Independent Reading Rubric
|Willingness||Student is unwilling to engage in reading and does not engage in independent reading at all.||Student is willing to read but does not take initiative. Student requires motivation.||Student shows partial willingness but does not engage in reading as often.||Student shows willingness to engage in reading and partakes reading activities more often.|
|Preparation||Student demonstrates inability to retrieved reading materials, as well as, plan and prepare for independent reading.||Student shows ability to retrieve reading materials but is slow to engage in reading. Does not plan and prepare. well.||Student displays ability to plan, prepare, as well as, retrieve reading materials frequently.||Student is able to plan and prepare for independent reading and always engages in reading once all reading materials have been retrieved.|
|Focus||Student is not focused and does not engage in independent reading. Student is often disrupted.||Student is frequently disrupted and does not concentrate during independent reading activities.||Student frequently engages in independent reading and is not disrupted during this time.||Student always engages in independent reading without any disruptions.|
|Documentation||Student does not document any of their reading in the reading list.||Student has a tendency to forget documenting all readings on the reading list.||Student forgets to document reading once in a while but often records readings in the reading list.||Student always documents all the readings in the reading list.|
|Subject Selection||Student does not select various subjects that he/she will engage in independent reading. Students tend to read one subject during independent reading activities.||Student selects at least two subjects which they will engage in independent reading.||Student selects at least three subjects in which they will engage in independent reading.||Student selects four or more subjects in which they engage in independent reading.|
|Comprehension||Student does not understand what they read and cannot explain readings.||Student partially understands some parts of the readings and for that reason can remember some of the information in the reading.||Student frequently, understands readings and can recap the information gained from the readings.||Student always understands readings and can explain the readings vividly.|
As previously mentioned, independent reading is an essential component of the learning process in students. Accordingly, teachers and instructors need to ensure that students actively engage in independent reading activities. Educators should ensure that students are willing, focused, and well prepared to engage in independent reading (Donohue, 2008). Educators also need to ensure that their students have the ability to comprehend what they learn from reading, as well as, record what they have read accordingly. Accordingly, the most important factor in independent reading is subject selection. This is because most students tend to engage in reading subjects that they have an interest in and overlook other subjects that they have no interest (Donohue, 2008). Educators need to encourage students to engage in reading a variety of subjects so as to expound their knowledge in various subjects.
Donohue, L. (2008). Independent Reading Inside the Box: How to Organize, Observe, and
Assess Reading Strategies That Promote Deeper Thinking and Improve Comprehension in K-6 Classrooms. United Kingdom: Pembroke Publishers Limited.
Stevens, D. & Levi, A. (2005). Introduction to rubrics: an assessment tool to save grading time,
convey effective feedback, and promote student learning. USA: Stylus Publishing, LLC.
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