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There is a strong link between reading and success in school and beyond that are explored in the links below and exemplified by the following points:
There is a strong link between reading and success in school and beyond that are explored in the links below and exemplified by the following points:
"Students who are highly engaged in a wide range of reading activities are more likely than other students to be effective learners and to perform well at school" (OECD, 2011, p. 1).
"Students who are highly engaged in a wide range of reading activities are more likely than other students to be effective learners and to perform well at school" (OECD, 2011, p. 1).
"The ultimate purpose of literature is not to teach something, but to illuminate what it means to be human and to make accessible the fundamental experiences of life – love, hope, loneliness, despair, fear, belonging" (Short, 2018, p. 291).
"The ultimate purpose of literature is not to teach something, but to illuminate what it means to be human and to make accessible the fundamental experiences of life – love, hope, loneliness, despair, fear, belonging" (Short, 2018, p. 291).
Why read?
Why read?
Barone (2010, pp. 4-5) provides an excellent list of reasons to read, which are summarised below:
to learn to read
for pleasure (entering an imaginary world or the satisfaction of learning)
to enjoy the vicarious experience (transportive, step into another's shoes)
to develop background knowledge (curriculum support link)
to understand (from another perspective)
to understand who we are (what would I do?)
to ponder (comparison of beliefs and ideas)
to appreciate (rereading and pleasure taken from illustrations, story, rhythm etc )
to engage in conversation (about the story)
to solve problems
The power of a deeply engaging story has the wonderful side effects of improving literacy, understanding and motivation to read more.
Barone, D. M. (2010). Children's literature in the classroom: Engaging lifelong readers. Guilford Publications.
Short, K. (2018). What's trending in children's literature and why it matters. Language Arts, 95(5), 287-298.
The link between reading and future success
The link between reading and future success
"Students who are highly engaged in a wide range of reading activities are more likely than other students to be effective learners and to perform well at school. Research also documents a strong link between reading practices, motivation and proficiency among adults. Proficiency in reading is crucial for individuals to make sense of the world they live in and to continue learning throughout their lives" (Organisation of Economic Cooperation and Development [OECD], 2011, para. 2).
OECD. (2011). Do students today read for pleasure? PISA in focus. https://www.oecd.org/pisa/pisaproducts/pisainfocus/48624701.pdf
From Primary School to High School
From Primary School to High School
Reading development is prioritised in primary school with time set aside during the school day to read.
In high school the responsibility for reading shifts towards students. This does not mean that reading is valued less (quite the contrary), rather that students experience greater curriculum variety, and reading for pleasure becomes one of the many competing options for student time outside of class time.
One of the main roles of the teacher-librarian is to continue to advocate the importance of reading as an essential life skill, and foster reading engagement through physical and cognitive access to a range of engaging and relevant reading material.
Reading at THS - from 'finding yourself' to 'going beyond yourself' with reading choices.
Reading at THS - from 'finding yourself' to 'going beyond yourself' with reading choices.
As high school students, we hope you rediscover the pleasure of reading through a combination of;
wider choice (embracing 'Children's Rights to Read'),
instruction about getting more from your reading (education) and
confidence in your reading choices (Pennac's 'Rights of the Reader').
Children's Rights to Read - (International Literacy Association) proritising access
Children's Rights to Read - (International Literacy Association) proritising access
International Literacy Association (n.d.). Children's rights to read. https://www.literacyworldwide.org/get-resources/childrens-rights-to-read
Downloadable Poster - https://www.literacyworldwide.org/docs/default-source/resource-documents/ila-childrens-rights-to-read.pdf
Children have the basic human right to read.
Children have the right to access texts in print and digital formats.
Children have the right to choose what they read.
Children have the right to read texts that mirror their experiences and languages, provide windows into the lives of others, and open doors into our diverse world.
Children have the right to read for pleasure.
Children have the right to supportive reading environments with knowledgeable literacy partners.
Children have the right to extended time set aside for reading.
Children have the right to share what they learn through reading by collaborating with others locally and globally.
Children have the right to read as a springboard for other forms of communication, such as writing, speaking, and visually representing.
Children have the right to benefit from the financial and material resources of governments, agencies, and organizations that support reading and reading instruction.
The Rights of the Reader - (Pennac) prioritising enjoyment
The Rights of the Reader - (Pennac) prioritising enjoyment
When students are forced to read, or made to read a certain way it can take away from the enjoyment of reading. Adults have no such restriction or 'rules' for reading.
When students are forced to read, or made to read a certain way it can take away from the enjoyment of reading. Adults have no such restriction or 'rules' for reading.
Downloadable Poster https://s3.amazonaws.com/ArchiveImages/HB/2017/05/pennac_poster.pdf
Downloadable Poster https://s3.amazonaws.com/ArchiveImages/HB/2017/05/pennac_poster.pdf
Inspired by: Pennac, D. (2006). The rights of the reader. Walker Books.
Inspired by: Pennac, D. (2006). The rights of the reader. Walker Books.
pennac_poster.pdfPennac's 'Rights of the Reader'
Pennac's 'Rights of the Reader'
The right not to read.
The right to skip pages.
The right to not finish.
The right to reread.
The right to read anything.
The right to escapism.
The right to read anywhere.
The right to browse.
The right to read out loud.
The right to not defend our tastes.
Further research & discussion on the value of reading for students
Further research & discussion on the value of reading for students
Reading volume to improve reading ability
Reading volume to improve reading ability
"Only one method of improving reading ability really works: engaging in a great deal of interesting (better yet, compelling), comprehensible reading. Massive evidence supports this view" (Krashen, 2009, p. 20).
It seems obvious, but it is an often overlooked fact that increased amounts of reading lead to an improvement in reading fluency and achievement (Allington, 2014). The challenge for reluctant readers is to find material that is of interest and of a suitable level to encourage engagement and reading for pleasure. The challenge for all high school students is to prioritise and retain the habit of regular reading despite the competing demands of their time and the draw of digital media.
Allington, R. (2014). How reading volume affects both reading fluency and reading achievement. International Electronic Journal of Elementary Education, 7(1), 13-26.
Krashen, S.D. (2009). Anything but reading. Knowledge Quest, 37(5), 18-25.
The power of stories
The power of stories
Stories for literacy development and making sense of the world
Haven (2007, Chapter 9, 89-122) drew on a large body of research to show that we are hard-wired to make sense of our world through stories. This presents a compelling argument for reading fiction to help us to understand how language and meaning are structured, through using stories across the curriculum to facilitate comprehension of topics and themes.
He organised (and went on to explain) this research into eight main categories for their positive effect on the reader:
comprehension,
logical thinking and general (cross-curriculum) learning,
creating meaning from narrative,
motivation to learn (and to pay attention),
building a sense of community and involvement,
literacy and language mastery,
writing, and
memory (2007, pp. 89-90).
Haven, K. F. (2007). Story proof: The science behind the startling power of story. ABC-CLIO, LLC.
Social Awareness
Social Awareness
Texts reflect societal attitudes of the times. This is why books from previous eras can give us both a glimpse into the past and can challenge us with the attitudes and expectations that are reflected (ie; limited opportunities for women or racial intolerance). Similarly, literature can highlight aspects of society that improve the reader's social awareness (i.e. refugee experience, mental health issues).
Research findings - Cause for concern
Research findings - Cause for concern
Programme for International Student Assessement (PISA) - Results from 2018 - Australia:
While Australia’s reading performance in PISA (Programme for International Student Assessment) 2018 was similar to that observed in 2015, when considering a longer period, mean performance in reading has been steadily declining, from initially high levels, since the country first participated in PISA in 2000. In reading, more rapid declines were observed amongst the country’s lowest-achieving students (PISA, 2018, p. 1).
Organisation for Economic Cooperation and Development. (2019), PISA 2018. https://www.oecd.org/pisa/
Figures from the Australian Bureau of Statistics show that 44% of Australian adults don’t have the literacy skills they need to cope with the demands of everyday life and work.
ABS. (2013). Programme for the international assessment of adult competencies, Australia. https://www.abs.gov.au/statistics/people/education/programme-international-assessment-adult-competencies-australia/latest-release
Infographics about Reading
Infographics about Reading
Kowalczyk, P. (2018, September 19). 10 Infographics that promote reading. https://ebookfriendly.com/infographics-promote-reading/
Gough, K. (2019, June 18). The importance of a school reading culture. https://buildingconnections.blog/2019/06/18/the-importance-of-a-school-reading-culture/
Further articles about the benefits of reading
Further articles about the benefits of reading
Terada, Y. (2021, April 23). The benefits of reading for fun. Edutopia. https://www.edutopia.org/article/benefits-reading-fun
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