Embed Size (px)
Citation preview
Promoting Reading for
PleasureSLARI Annual Conference Pearse Street Library
23 Nov. 2012.
Statia Somers
Liberties College.
It is not enough to simply teach children to read; we have to give them something worth reading. Something that will stretch their imaginations--something that will help them make sense of their own lives and encourage them to reach out toward people whose lives are quite different from their own.
Katherine Patterson
Background
Reader Teacher – 20+ years - disadvantaged
/DEIS History with English . Reading
programme Mother of 3 children Educational advisor with the SLSS
now PDST Junior Cert. School Programme
Team JCSP librarians & libraries Further education college
My Reading Journey
Why do I want to promote reading?
Pleasure Relaxation & escape Widen their experiences-people, time,
place, feelings, ideas, etc. Literacy & language & imagination Hobby/interests Cultural, social, moral values Education work, citizenship
Rights of the Reader
Reading & Literacy levels
RESEARCH – Effective Schools, UK Systematic assessment Professional development of
teachers Collaboration across subjects School organization across subjects Time given for independent
reading Small group instruction Approaches to word recognition
instruction
FACTORS ASSOCIATED WITH HIGH
ACHIEVEMENT
High socioeconomic status Two parent homes Books in the home- females do
better Completing homework regularly Reading for 30-60 min. per day High level of attendance Pisa Report
2000
READING FOR PLEASURE
Research shows that students who read for 30-40 minutes per day achieve higher grades in exams.
Pisa Report 2000 National Literacy Trust,
UK
Reader development is about
starting with the reader, opening up new reading horizons, taking reading off the page and into the lives of readers, putting enjoyment at the heart of the reading experience, and making connections between readers.
CILIP, 2004.
ENCOURAGING READING
DoE circular 16/99
Suitable resources Forum for discussion Environment Time to read Reading aloud Parental involvement
‘Reading Alive’ by G. Gawith , 1999.
Establish reading identity Environment Extend network Increase awareness Reading aloud Logs & journals
Developing a Reading Culture
2. ReadingNetwork
3. Reader Identity
4. Book Talk
1. Reading Environment
Reading Environment: Resources
Give students what they want Know the books Know the readers Match the two together.3 Rs...right book, right reader, right time. Martin Waddell
No such thing as a non-reader only someone who hasn’t found the right book.
P. Jennings
The ‘Matthew effect ...’ Keith Stanovtch
CBI Survey of Reading , 2002.
For unto every one that hath shall be given, and he shall have
abundance: but from him that hath not shall be taken away even that which he hath.
Who reads?
Gender differences- girls read > boys
Age differences – Primary students read > post- primary students
60% 8yr.old girls read 3 books per week
41% 8yr.old boys read 3 books per week
40% 15 yr. girls read no books in month
64% 15 yr. boys read no book in month
CBI Survey of
Reading , 2002
What students like -Ireland
Humour Horror Adventure True Life Crime/fantasy Romance Historical fiction
52% periodicals 33% books 10% newspapers 3% comics 2% nothing!
CBI Survey, 2002
What students like - UK
Magazines/newspapers
Text messages and websites
Adventure comedy horror/ghost realistic teenage
fiction
Computing/games, music and materials about their hobbies
Reading Champions Survey, 2005
What girls like to read
magazines, fiction Text messages &
emails romance books animal-related
stories Poetry (auto)biographies, How to…books fashion materials
Reading Champions, UK
Reading Champions Survey, UK
What boys like to read websites Newspapers graphic novels and comics science fiction comedy crime/detective stories Fast paced action Science/sports/IT- related materials.
Reading Champion, UK 2005
Range of Reading Resources Series of graded readers, e.g.
Penguin, High-Low series - high interest +
low R.A. e.g. Barrington Stoke titles
Graphic novels, comics, manga Magazines, newspapers & comics Non-fiction – sport, fashion, music, Subject specific materials & topic
boxes Individual interests & hobbies Reference books, Guinness Book of
Records, etc.
Think about…..
Using technology: Audio-books, Playaways, iPods, e-books,
Websites.....read & write own reviews
Joke books, puzzle/ game books Picture books for all ages Book Boxes – e.g. Babysitting books How to…….cook, build,
survive ........etc TV & movie spin offs
Reading Environment: Space
Library Attractive, colourful, modern comfortable
space Bright furniture & soft furnishings, e.g.
couches & armchairs, bean bags, cushions Reading lamps, lava lamps New stock that appeals to your studentsSchool building Reading spaces/Reading corners around school Books in common areas, e.g. canteen
Reading Corners
2. Reading network Engage teachers as readers & teachers All staff must be reading role models – males
particularly important for boys Staff must reinforce value of reading Staff reading– Rogue’s gallery, Whose book?
Top Ten Reads, Caught reading!, etc. Parents & others in community visible as
readers Identify how library can benefit subject
teaching Subject topic boxes in classrooms
Rogues’ Gallery Name
____________________ Job
______________________
A book I really enjoyed when I was a teenager was.............
A book I recently enjoyed was......................
Whose Book?
Desert Island Reads.....staff
Role Models
Teachers as readers
Provide books , newspapers, etc. in staffroom
Provide reading lists in staffrooms – all kinds
Create Top Ten Reads lists -staff Display reviews & articles re.
reading Promote book swaps, fairs, book
day/night, etc. Organise Subject Topic boxes for
teachers English teachers book group-
selecting class novels for study
Liberties College - Green College Initiative – 26 -
30 Nov
Subject Topic Boxes
DEAR
USSR
Whole school initiatives...
Drop everything and read!
3. Reader Identity
‘Create’ the student’s identity/profile
Sustain student as a reader Challenge them to stretch their
reading tastes, genres, authors, etc.
Identify range of readers; reluctant, beginner, independent, able & advance
.
Reading Identity
Acquire information from feeder schools re. reading experience, test results, etc.
Survey incoming students re. reading preferences & attitudes
Keep notes of interests, hobbies, reading likes & dislikes
HOW STUDENTS SELECT BOOKS
Friends recommend it The blurb Part of a series Title Have seen film version Author Adults recommend it CBI Survey
Helping students to ‘detect’ books
Guidance....practice....avoid frustrating reads
Books about books- self selecting Comfortable level of reading =
enjoyment Interests, prior reading, favourite
authors,/genres, etc.3 ideas TCB – title – cover – blurb Musical chairs Starter for Ten
Musical Chairs
First lines....starter for ten..
Our best friend was ash in a jar. Ross was dead. Kenny, Sim and I were learning to live with it.
I’m wondering what if. What if the football hadn’t gone
over the wall. What if Hector had never gone looking for it. What if he hadn’t kept the dark secret to himself. What if...
Battle of the Books
V
2 books & 2 teams of readers Make a case for each book Vote for best, most entertaining,
etc.
Incentives – Secondary Students
Prizes Trips related to their interests meeting the author/celebrity Having their own webpage designing websites/magazines – screen
saver reading games mentoring younger pupils Only one fifth would be motivated by
having to rate books or write book reviews National Literacy Trust,
2005.
What helps girls
met the author/celebrity get stickers had friends that were readers reading groups/friends talking/ favourite book choosing library stock National Literacy Trust,
2005
Example- Student Reviewers
Invite team of girls/boys to read & review selection of magazines
Facilitate a discussion of pros & cons or
Write up comments Select 1 or 2 magazines -
subscription
What helps boys
Designing/having their own web pages
reading games
www.jcspliteracy.ie
Reading Programme
Independent Reading•Group A•Teacher 1
Read along•Group B•Teacher 2
Reading Circle•Group C•Teacher 3
TIMETABLED READING PROGRAMME
Day Group A Group B Group C
Mon. Reading Group
Ind. Reading
Readalong
Wed. Ind. Reading
Readalong
Reading group
Fri. Readalong
Reading group
Ind. reading
Reading interventions
Short-term reading drives/individual challenges
Group reading challenge – Word Millionaire
Paired Reading Read along – audio-books,
Playaways, iPods, etc. DEAR - Drop everything and read
... Reading Circle/group Accelerated Reader
Paired Reading
Reading Challenge A structured reading project with parental support
Students read a book a week for six weeks
(some of them!)• Target Group 1st and
2nd years• Reading Age 7.00 -
10.00• Parental involvement• Provide extrinsic
motivation • Celebration
Who Wants to be a Word Millionaire?
Home reading intervention
Class group of students are challenged to read over 1,000,000 words.
Parental involvement Short term time frame
(approx. 6 weeks)
4. Book Talk
Reading Circle - before, during, after reading...
Need to talk before
Aidan Chambers - Tell me ..approach
3 kinds of Sharing: Enthusiasms Puzzles Connections
Book events/rewards
Visiting authors Storytellers, illustrators, animators World Book Day Book Shadowing – BISTO, local list. Local reading initiatives One Book, One Community/City
