Struggling Readers Discussion Forum Response

This post is in response to a discussion forum post from a fellow classmate in which I replied to.  The assignment was to design an intervention program for struggling readers.  Her suggestion was to implement a school wide time of 30 minutes dedicated to independent, uninterrupted reading time for each student in which the student could read a book of his/her choice and read it during this time.  Most schools have this in place already (hopefully).  Below is my reaction and response to her post:

I agree that an uninterrupted reading time is a crucial component to any reading intervention program and seems almost ludicrous that any school would not have such a thing. 
In my experience however, this reading time could be a WASTE of time with struggling readers if not handled properly.  It isn't simply enough for teachers to hide behind a desk or even a book (as setting an example of reading) with struggling readers out there in the classroom "lost in space".  They may have a book in front of them, but reading may not be going on as I'm sure you can imagine. I have found in classrooms where at least 1/3 of my class used this time ineffectively, that the greatest incentive to get my struggling readers to actually read during this time was to READ WITH THEM one-on-one.  I would beg, borrow, and steal anyone who was willing to come into my class for this 30 minute period (parents, volunteers, non-instructional school personnel) to just come and sit with one student, take turns reading the book and offer meaningful thoughts, connections, and questions regarding what they were reading about.  Many of these students had never had one person sit and read a meaningful story or nonfiction article with them ever. 
I have literally seen miracles happen because of this... students who never finished one book on their own in months complete a book, and then anxiously check out another one by the same author...and other tantalizing tales of reading success. 
So, thanks for sharing this crucial element to an intensive reading program.  I firmly believe that students become better at reading but READING and not just through some cardboard, scripted reading program, but through authentic reading experiences. 
Marliss