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When Independent Reading Time Ends: Making the Final Minutes Matter
It’s the end of independent reading time. The timer goes off. Students put bookmarks between the pages, close their books, and then do whatever follows. Independent reading is over. Or is it? In this series, we have examined in more detail what takes place when students are reading independently—what the students are actually doing, what teachers can find out by observing and holding conferences with them, and how we can provide better support for those students who are not y
Francine Swickheimer
2 days ago5 min read
Independent Reading: Making Every Minute Count
Every minute counts during independent reading. Independent reading offers a chance for effective reading practice. It allows students to put into practice what they have learned, interact with related texts, improve their fluency and endurance, encounter new vocabulary and ideas, and, step by step, assume greater responsibility for their reading. Just because an opportunity exists doesn't mean that it will lead to successful outcomes. Just allocating some time for independe
Francine Swickheimer
Aug 99 min read
Reading Conferences: The Questions Matter More Than the Notes
Why This Matters Earlier in this series, we explored how independent reading can become more than a quiet classroom routine. We then considered what teachers can learn by intentionally observing readers during that time. Observation is an important first step. But observation alone only tells part of the story. If we truly want to understand how students make meaning from text, we have to move beyond what we see and begin listening to what students are thinking. That is where
Francine Swickheimer
Jul 284 min read
What Teachers Should Do During Independent Reading
Independent reading has long been a staple of literacy instruction. Whether it is called DEAR (Drop Everything and Read), Sustained Silent Reading (SSR), or independent reading, many classrooms dedicate time each day for students to engage with text. In a recent article, I explored the idea that independent reading should be viewed as more than a quiet classroom routine. When used intentionally, it becomes an opportunity not only for students to practice reading but also for
Francine Swickheimer
Jun 164 min read
Rethinking DEAR Time: Making Independent Reading More Instructional
DEAR time, or “Drop Everything and Read,” has been a familiar part of many literacy blocks for years. The idea behind it is sound: students need time during the school day to read independently. The question is not whether students should read independently. They absolutely should. The question is whether simply providing time to read is enough to improve reading achievement. Research offers mixed answers. Some studies point to benefits related to reading volume, motivation,
Francine Swickheimer
Jun 66 min read
Back-to-School Literacy Planning: What Teachers Can Do Over the Summer
After a busy school year, summer offers teachers a chance to breathe, reflect, and prepare intentionally for a stronger literacy year ahead. Instead of trying to do everything at once in August, teachers can use the summer to reset, simplify, and think ahead with purpose. Even a small amount of preparation can make the first weeks of school feel calmer, clearer, and more focused. Research suggests that students can lose academic gains over the summer, especially when access t
Francine Swickheimer
May 244 min read
Teaching Reading: Why Repetition Matters—and Why Interspersing Thinking Works
When we teach reading, the goal is not for students to follow a routine. The goal is to develop readers who think, make meaning, and build knowledge from text. Understanding the Goal of Reading Instruction That starts with a shift: Start with the understanding you want students to reach. Then ask: What kind of thinking will get them there—and what do I already know that I can draw on to support that thinking? This one shift changes everything. Repetition Matters—but Not in Is
Francine Swickheimer
Apr 134 min read
Understanding Reading Science: The Science Behind Effective Reading
Reading is foundational to everything we do as educators—it shapes how students learn, think, and ultimately succeed. Yet one of the most important questions we must continually ask is this: What actually makes reading effective? Why do some students navigate complex text with ease while others struggle to access meaning? The answer lies in understanding the science of reading —and more importantly, applying it with intention. In this post, I want to walk you through the key
Francine Swickheimer
Mar 303 min read
What Purposeful Technology Use Should Look Like in the Classroom
Technology in the classroom isn’t inherently good or bad—but how it’s used makes all the difference. When technology is thoughtfully designed to support instruction, it can enhance learning. When it replaces teaching, discussion, or feedback, it often weakens it. The guidance below offers a clear framework for teachers and leaders who want technology to serve instruction rather than drive it . 1. Technology Supports Instruction—It Doesn’t Replace It Technology works best whe
Francine Swickheimer
Feb 73 min read
Screen Time in the Classroom: Purpose Matters More Than Minutes
Screen time in the classroom is neither inherently good nor inherently harmful. What matters most is how technology is used, for what purpose , and for how long —and, critically, what it may be replacing in students’ learning experiences (Hooft Graafland, 2025; Tamim et al., 2021). When discussions about screen time move beyond simple minute-counting and instead focus on instructional design, student thinking, and well-being, schools are better positioned to make informed de
Francine Swickheimer
Jan 276 min read
Why Strong Decoders Can Still Struggle with Comprehension
Teachers often encounter students who can read nearly anything placed in front of them but struggle to explain what they’ve read. These students read accurately and fluently, so it feels as though comprehension should follow automatically. Research, however, tells us otherwise. While decoding is essential, it is only one component of what students need to truly understand text (Gough & Tunmer, 1986; Perfetti, Landi, & Oakhill, 2005). Decoding gets students through the door—b
Francine Swickheimer
Dec 27, 20254 min read
The Link Between Early Language and Reading
Oral language development from birth to age 3 provides the foundation for communication, literacy, and long-term academic success. A robust body of research consistently demonstrates that early interactions, caregiver engagement, and rich language exposure are essential to fostering these critical early skills. Milestones From Birth to Age 3 Oral language emerges long before children speak their first words. During the first three months, infants respond to familiar voices, c
Francine Swickheimer
Nov 25, 20253 min read
Why Letter Formation Still Matters
Letter formation might seem like a small detail in the big picture of writing instruction, but it’s actually one of the most important building blocks for fluent, confident writers. When students learn to form letters accurately and automatically, they set the stage for clear, expressive, and efficient writing throughout their school years (Psychology Direct, 2025; Scribd, 2025). The Simple View of Writing reminds us that skilled writing has two key parts: Transcription – t
Francine Swickheimer
Nov 17, 20252 min read
Rethinking Round Robin and Popcorn Reading
Round robin and popcorn reading remain common practices in many classrooms, yet a substantial body of research shows these approaches are not effective in promoting student reading development. It is critical for educators to understand the limitations of these methods and explore research-backed alternatives that foster meaningful engagement and skill growth for all learners. What Are Round Robin and Popcorn Reading? Round Robin Reading: A structured approach where students
Francine Swickheimer
Oct 9, 20253 min read
Game-Changing Spelling Instruction
If you think spelling is just about memorizing word lists and passing weekly tests, it’s time to reconsider. Research increasingly shows that the best way to teach spelling isn’t through rote repetition, but through clear, systematic instruction that connects sounds, meanings, and letter patterns. This approach doesn’t just improve spelling—it strengthens reading, writing, and overall language skills. What the Research Says Studies consistently find that explicit and systemat
Francine Swickheimer
Oct 1, 20252 min read
Building Strong Readers, One Sound at a Time
Why Daily Phonological Awareness Matters For teachers committed to building strong, confident readers, research consistently points to one key practice: short, consistent work with phonological awareness skills. Even spending a couple of minutes each day—focused on listening to and manipulating sounds—sharpens essential skills. The science of learning, including the spacing effect, reveals that frequent, brief practice helps students retain and apply concepts much better than
Francine Swickheimer
Sep 30, 20253 min read
Why Read Alouds Matter!
Reading aloud to students—no matter their age—is one of the most researched and effective ways to support literacy. Decades of evidence show regular, interactive read alouds foster vocabulary growth, comprehension, print awareness, motivation, and even social-emotional learning (Swanson et al., 2011; DeJulio et al., 2022; Lane & Wright, 2007). Benefits Backed by Research Vocabulary & Language Growth: Meta-analyses reveal that read aloud interventions, paired with active quest
Francine Swickheimer
Sep 25, 20253 min read
Unlocking Success for Every Student
“Effective Universal Instruction” provides classroom teachers with a toolkit of actionable, research-based strategies for making Tier 1 instruction inclusive and effective for every student (Gibbons et al., 2018). The book, authored by Kimberly Gibbons, Sarah Brown, and Bradley Niebling, is praised for its clarity and real-world examples, making it highly practical for day-to-day classroom use (Gibbons et al., 2018; Baum & Beaulieu, 2025; The Reading League, 2023; ISEA, 2024)
Francine Swickheimer
Sep 23, 20252 min read
Busting Common Myths about the Brain
Teachers often hear plenty about how the brain works and what helps kids learn best. But not all popular ideas are true—and some common misconceptions, called neuromyths, can actually mislead us and hurt our teaching efforts. Here’s a clear, friendly guide to the most widespread neuromyths and what research really says, so teaching can be smarter and simpler for everyone. 1. Learning Styles “Some kids learn best by seeing, others by hearing, and some by moving. Teaching to ea
Francine Swickheimer
Sep 17, 20253 min read
Understanding and Preventing Reading Difficulties
As teachers, we’ve all had students who work hard but still struggle to make sense of print. It can be frustrating to know they’re putting in the effort yet not making the progress we hope for. David Kilpatrick’s Essentials of Assessing, Preventing, and Overcoming Reading Difficulties speaks directly to this challenge. As an Amazon Associate, earnings are made from qualifying purchases, which helps support the work of EA Literacy & Learning. Why It Matters for the Classroom
Francine Swickheimer
Sep 7, 20251 min read
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