Scaffolded Silent Reading (Sc SR )

Abstract

Structured independent reading among students is often a vital missing component in many school districts’ literacy curriculum. The nationwide implementation of the Common Core State Standards ( CCSS ) requires districts to re‐think their literacy curriculum and what instruction might entail in order for students to demonstrate proficiency in literacy by the end of high school. Walker discusses Scaffolded Silent Reading (Sc SR ) as a disciplined way for teachers to support adolescents’ independent reading at school. She argues that progressive school leaders prioritize independent reading and establish it as a non‐negotiable component of a comprehensive literacy program. A Sc SR policy will have greater sustainability as leadership capacity is developed among teachers to implement and facilitate Sc SR .