<ul><li>"Reading is to the mind what exercise is to the body." Richard Steele </li></ul>
The ability to read is one of the strongest predictors of future success. Although reading can be taught in a classroom, it must be practised . This slide and next: Are librarians really worth it? Available online at: http://www.ccsd.net/schools/watson/libraryresearch.html
When students voluntarily read, they practise and enforce what is taught in the classroom. Michael Jordan can teach you to how to throw the perfect foul line shot, but if you don't ever practise the skill, his instruction is worthless.
OECD “Reading for Change” 2002 found that “ Being more enthusiastic about reading and a frequent reader was more of an advantage, on its own, than having well-educated parents in good jobs”
“ Finding ways to engage students in reading may be one of the most effective ways to leverage social change." OECD (2002). Reading For Change: Results from PISA 2000, published by the Organisation For Economic Co-operation and Development.
Creativity and imagination Cultural heritage Language development Emotional development Increased self-esteem Sustained concentration Reading for pleasure =
“ There is a strong association between the amount of reading for pleasure children reported and their reading achievement.” Twist, L., Schagen, I. and Hodgson, C. (2007). Readers and Reading: National Report for England 2006 . Slough: NFER
… doesn’t always have to be from books Reading….
MSN Bebo and Facebook Websites Magazines and comics Newspapers E-books TXT messages … are all forms of reading!
“ Books rule! You don’t have pictures to tell you how to imagine something, you can do it yourself! Books can do what no machines can, and probably never will. For example, time travel and they can take you to other dimensions! They are somewhere to go when you just want to escape the real world!” Dani, 13
<ul><li>"You don't have to burn books to destroy a culture. Just get people to stop reading them." Ray Bradbury </li></ul>
The Rights of the Reader by Daniel Pennac <ul><li>The right not to read </li></ul><ul><li>The right to skip </li></ul><ul><li>The right not to finish a book </li></ul><ul><li>The right to read it again </li></ul><ul><li>The right to read anything </li></ul><ul><li>The right to mistake a book for real life </li></ul><ul><li>The right to read anywhere </li></ul><ul><li>The right to dip in </li></ul><ul><li>The right to read out loud </li></ul><ul><li>The right to be quiet </li></ul>
Year 7 Reading Profile 2005-2006 25 Other: 20% 55 18% 26 23% 29 Important 38% 102 41% 58 34% 44 Better things to do 17% 46 15% 21 20% 25 Slow 31% 83 27% 38 35% 45 Interesting 35% 95 38% 54 32% 41 Boring 7% 20 8% 11 7% 9 Hard work 20% 53 10% 15 30% 38 Love it 39% 105 38% 54 40% 51 Easy What do you think about reading? Q1 % Totals % Boys % Girls All Class:
<ul><li>Q2. What do you choose to read by yourself? 10% said “Nothing” </li></ul><ul><li>Q5. Why do you read? 46% gave a negative answer </li></ul><ul><li>Q6. Do you have your own books or magazines at home? 7% said “No” </li></ul>Year 7 Reading Profile 2005-2006
Students 2007-2008 <ul><li>Year 7 in September: </li></ul><ul><li>4 with a reading age below 6 years </li></ul><ul><li>14 from 6 years to 6 years 11 months </li></ul><ul><li>73 had a reading age of below 11 years </li></ul><ul><li>Year 11 in September: </li></ul><ul><li>9 below 9 years 11 months </li></ul><ul><li>50 had a reading age of below 14 years </li></ul>
“ My general experience of dyslexic students who have difficulty reading is that the more they read the better they get. … Clearly once a dyslexic always a dyslexic, but practise makes (closer to) perfect. So the more practise of reading for pleasure the better.” Martin Truckle, NCTC SENCO
“ The research evidence suggests that encouraging reading for pleasure could be a way of contributing towards raising educational standards and combating social exclusion .” Clark, C and Akerman, R (2006). Social inclusion and reading: an exploration. National Literacy Trust
<ul><li>“ Boys need to be led towards reflecting on what they have just learnt. Reticence to reflect is a fundamental gap in boys’ learning processes. Whole school support for reading initiatives (fiction) can significantly aid this process.” </li></ul><ul><li>Raising Boys' Achievement in Literacy Gary Wilson, Raising boys' achievement co-ordinator </li></ul>
… about reading and children’s literature. Students need to be surrounded by books… … with staff who are enthusiastic and knowledgeable …
Extra- curricular activities Pastoral time Yr 7 Reading Programme Atmosphere Staff knowledge & expertise High quality resources LRC support for reading
Special Reading Initiatives 07/08 <ul><li>Boys into Books </li></ul><ul><li>Booked Up </li></ul><ul><li>NCTC Book Week </li></ul><ul><li>Shadowing events ? </li></ul><ul><li>National Year of Reading ? </li></ul>
Suggestions for NCTC <ul><li>“ Intervention” sessions - Year 7 X5 & Y6 </li></ul><ul><li>Reading mentors – 6 th Form, other years </li></ul><ul><li>Positive attitude to books from staff </li></ul><ul><li>Role models with reading </li></ul><ul><li>Reading initiatives throughout the college as well as the LRC </li></ul><ul><li>National activities e.g. NYR 2008 </li></ul>
“… time spent reading independently interacts with students’ reading ability and has a positive impact on certain components of reading achievement.” Samuels, S and Wu, Y (2003). How the amount of time spent on independent reading affects reading achievement: A response to the national reading panel
<ul><li>“ Sustained reading to my mind is essential for developing a world they would want to live in. The reading does not need to be fiction but I do believe that kids need reading stamina. Just like you have to stick at anything and practice etc surely you need to do the same with reading.” Ingrid Hopson SLYA 2007 </li></ul>