Please send a comment if you have information supporting the need for students to have time to borrow regularly in class time.
“Those classes who had the highest borrowing rates (and hopefully correlating reading rates) came to the library regularly at least once a week, and, the class teacher was involved in helping the students find books appropriate for the reading level and interests of the students.” http://librarygrits.blogspot.com/2009/07/loan-statistics-what-can-they-tell-us.html
“The study also indicates that although there is a strong correlation between borrowing books from a school library and reading achievement, borrowing books from classroom libraries does not have the same impact.” http://www.asla.org.au/research/reading_literacy.htm
Children’s book-reading habits: A new criterion for literacy, Publishing Research Quarterly, Vol 2, No 3 August 2007
Conclusion No reasonable person could argue against learning to read. The point of this article is that learning to read is not just a matter of mastering a few simple skills, nor is literacy just a matter of passing a reading test. Learning to read must involve acquiring the reading habit. Literacy must be viewed as the regular exercise of reading skills through reading books. The time-honored reasons why children should read books are now bolstered and supplemented by new research evidence that book reading can make a unique and powerful contribution to children’s reading development.
Our society, then, must provide all possible encouragement and opportunity for children to read books. Access to books is a necessary condition for becoming a good reader. Reading itself is the key to literacy. Helping America’s children build lifelong reading habits must now be regarded as a true national priority.
5.6 Reading culture
A reading culture at home and/or at school has been proved to be the overriding factor influencing whether or not a young person will become a keen reader. ..
Schools should work to ensure that in classrooms, school libraries, and elsewhere, students are surrounded by new, interesting and diverse reading materials, and teachers should work to facilitate access to those materials.’
“4. In addition to regular readers’ workshop time, I give students time to read their independent books in class. There is evidence to support that children are more likely to read a book outside of school, if they have been reading it in school. I do not do “warm-ups” or “bell ringers.” These activities do not contribute to kids’ reading habits.
5. When students come into to my room, they know that they have to get out their books and read until I start the instruction for the day. If they finish an assignment, they read. If the projector breaks, they read. If a teacher or parent comes to speak to me, they read. There are no “free” time or “when you are done” activities, only their books.”
Creating Readers Part 1 by Donalyn Miller (her blog is here- it requires regstration to access articles after putting reading into the search box http://blogs.edweek.org/teachers/book_whisperer/ )
Thanks to Margy Heuschele for this last source.