promoting reading for pleasure slari annual conference pearse street library 23 nov. 2012. statia...

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

Thank you for listening

statia.somers@libertiescollege.ie