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Reading Rockets offers a wealth of reading strategies, lessons, and activities designed to help young children learn how to read and read better. Our reading resources assist parents, teachers, and other educators in working with struggling readers who require additional help in reading fundamentals and comprehension skills development.

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An Example of the 90 Minute Reading Block

Research shows that students need at least 90 minutes of uninterrupted reading instruction per day in order for sufficient student reading development, and that this instruction must be dense: systematically delivering explicit teacher directions; scaffolded over time; and differentiated across the classroom. Here is a chart from Just Read, Florida! that provides an example of how to set up a good 90-minute reading block.

In addition to being a requirement of all Reading First schools, it is the philosophy of the Just Read, Florida! Office to use Scientifically Based Reading Research (SBRR) found in the National Reading Panel Report and in the No Child Left Behind legislation passed by Congress in 2001. This research shows that ALL children benefit from initial instruction found in Comprehensive Core Reading Programs (CCRPs), that is systematic and explicit. Teachers should be teaching reading to all students using the CCRP that is on the level of the majority of children in the class. An initial lesson from the CCRP usually consists of 30-40 minutes per day of the required 90 minute uninterrupted reading block (the 90 minutes is a minimum time required). For the remainder of the block, the teacher should then differentiate instruction focusing on the need of students using the CCRP or SRP (Supplemental Reading Program). This differentiated instruction may be on grade level with special attention to the needs of each student. In addition to the 90-plus minutes, the classroom teacher, special education teacher, or reading resource teacher will provide immediate intensive intervention to children in need (as determined by a diagnostic assessment).

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* This sample class has five small flexible groups that are formed based upon ongoing assessment results. The teacher meets with three groups daily during sessions 1, 2, and 3. While not working with the teacher, students will be working in small groups at literacy centers.

** Small group size can vary, but the immediate, intensive intervention group should be no larger than 3-5 students.