There is extensive research to support the premise that the best way to become a better reader is to read more. (Allington, 2001). Unfortunately, often the instructional solution for [reluctant/struggling] readers is to focus on "skills instruction" rather than connected reading. As a result, [they] usually end up reading less than [their] classmates, thereby having fewer opportunities to build competence, a phenomenon Keith Stanovich calls "The Matthew Effect" (Stanovich, 1994). If [the struggling reader] is to increase both the quantity and quality of [their] reading, [they] need reading materials that [they] can read and will want to read. While capable readers often have a wide range of reading interests, and can access texts in a variety of genres and levels of difficulty, struggling readers tend to be more narrowly focused both in terms of interest and ability. Finding the "right book" for [a struggling reader] is essential for [them] to build both confidence and proficiency.
The recommended practices outlined in the K-3 Essential Instructional Practices are:
The classroom includes:
A wide range of books and other texts, print, audio, and digital, including information books, poetry, and storybooks that children are supported in accessing
Books and other materials connected to children’s interests and that reflect children’s backgrounds and cultural experiences, including class- and child-made books
Books children can borrow to bring home and/or access digitally at home
Comfortable places in which to read books, frequently visited by the teacher(s) and by adult volunteers recruited to the classroom
Opportunities for children to engage in independent reading of materials of their choice every day, with the teacher providing instruction and coaching in how to select texts and employ productive strategies during reading, feedback on children’s reading, and post-reading response activities including text discussion