What is a “reading culture, and what does, or should it look like for the 21st century school?”
This is a concept that I have been pondering over the last few days. Being a classroom teacher for the last 26 years, I have always believed that I encouraged my students to read, read, and read some more.
In all honesty, most have, but for the past 5 years I have seen a decline in my students’ ability to read for a sustained amount of time, be able to read at or above grade level, and are displaying a saddening lack of motivation to become a proficient and joyful readers.
This post will look at my current practices and what I feel I am doing to foster a reading culture among my students. I will then look at the current research and programs that I could explore to further support my efforts.
Here’s what I do that is working…
Classroom Library: I have always spent most, and sometimes all, of my classroom PAC budget on new acquisitions for my classroom library. I have a well-stocked selection of fiction and non-fiction texts at various reading levels, with an ample selection of subject matter to choose from. I house everything from graphic novels to chapter books, to beautifully illustrated picture books. I organize my library by genre, not authors, and I never organize by reading level. Below is a short video of my classroom taken in September 2022. It will show that I have two main areas of the classroom that house my collection; however, as you will see, books and print are everywhere.
Other modes of reading engagement: For the most part, my students love that I have so many books to choose from, and I do ask them for suggestions for new acquisitions which they happily give. I read aloud to my students 4 times a week right after morning recess for 10-15 minutes. There are never any assignments with this exercise. I tell my students that their only job during this time is to listen and enjoy a great story.
I hold 4 D.E.A.R. sessions a week right after lunch and students are permitted to sit anywhere in the classroom that they like to read. I also participate in a buddy reading activity on Fridays with same grade peers from the other divisions. Students love this time as they can connect with their peers from other classes, and they can share a book they love, and hear a book their buddy loves.
I do incorporate some digital tools and applications in my reading program. Teach Your Monster to Read (The Usborne Foundation, 2023) is a free phonics-based reading program from USBORNE. This application is an online resource that I have used since 2012. Students can use this online tool with a desktop/laptop computer, or tablet/smartphone device. Students create their own monster and must “teach their monster to read”. Students learn and review phonics and sight words, and after each chapter they complete, their monster earns an e-book/picture book that students can read.
All of what I have described above is supported by years of research that support the development of reading and the motivation to become a reader. Articles from Laura Lee (Laura Lee, 2020), Catherine Wilson (Wilson, 2020), and Lindsay Barrett (Barrett, 2019), all supply many suggestions and recommendations that I am currently using in my program. Reassuring, yes, but …
“Teachers have long recognized that motivation is at the heart of many of the pervasive problems we face in educating today’s children” (B. Gambrell, 1996).
I have yet to meet a child who intrinsically doesn’t want to be a reader, but I have taught and met many frustrated, and dissuaded students who feel they will never be readers.
Here’s what I need to consider …
Looking back at the course reading from Leading from the Library, snippets from the chapter, “Leading Through Equity” resonated with me when contemplating why some students are discouraged readers. Bass and Miller spent much of this chapter focusing on the need for equitable access to resources, text and digital, to support literacy initiatives (Bass, 2019). Not all homes are book-laden homes, not all families utilize the local public libraries or school library, and not all homes have access to a multitude of digital devices and/or adequate wi/fi. The impact of accessibility was further illuminated in this video from 2017 published during Education Week. This one superintendent’s initiative of increasing accessibility for all of students (ie: 1:1 ratio of iPad: Student) proves that any program that promotes equity is key to fostering a reading culture where all can be successful.
Increasing access to digital tools is not done in isolation, and time and perseverance will be needed. In the meantime, I will continue to implement the programs I currently use and will begin the Camp Read-a-Lot program this month and will set up my small bulletin board in the classroom for students to post book reviews and recommendations. Fostering a reading culture in the 21st century classroom continues to be an evolving process.
Until next time…
Works Cited
B. Gambrell, L. (1996, September). Creating Classroom Cultures that Foster Reading Motivation. The Reading Teacher, 50(1). Retrieved 2023
Barrett, L. (2019, March 19). 25 Ways to Build Your School’s Reading Culture: From Books on Buses to Little Free Libraries, Creative Ways to Spread the Book Love. Retrieved from We Are Teachers: https://www.weareteachers.com/build-reading-culture/
Bass, S. M. (2019). Leading from the Library: Help Your School Community Thrive in the Digital Age. Portland: International Society for Technology in Education.
Laura Lee, E. (2020, February 12). Literacy: Schoolwide Strategies for Promoting a Love of Reading. Retrieved 2023, from Edutopia: https://www.edutopia.org/article/schoolwide-strategies-promoting-love-reading
The Usborne Foundation. (2023, May 31). Teach Your Monster to Read. Retrieved from Teach Your Monster : https://www.teachyourmonster.org/
Wilson, C. (2020, January 28). Ten Ways to Create a Reading Culture in Your School, Blog. Retrieved from Pearson International Schools: https://blog.pearsoninternationalschools.com/ten-ways-to-create-a-reading-culture-in-your-school/
I didn’t even think about reading out loud to students while I was completing this assignment, but obviously that’s an important part of fostering a culture of reading. I read so many books out loud this year at the beginning of the year to model reading strategies with students and lots of books just for enjoyment.
We also do buddy reading with a younger class, but I’m intrigued by the idea of buddy reading with peers the same age but in a different class. How do you make it work with your classes?
Hi Megan,
I am a big believer in being read to. It is one way to promote the enjoyment of reading and to bond with your students. Also, it helps those who aren’t strong readers hear a great story and be able to comprehend it in their own way.
My journey in Buddy Reading began long ago. It can work with same age peers. In this case, the aim is to work on reading fluency and promote the joy of reading, and that reading is an activity that you can enjoy with your friends.
The other divisions in my school who teach the same grades as I met and discussed which day and time of the week worked for us. Then a meeting spot was chosen. The teachers then modelled how to approach someone to ask to read with them.
This is a thoughtful post filled with strong ideas on fostering a reading culture. I appreciate that you have included personal, reflective elements and have complemented this with outside reading and research. I also appreciate the links you are making back to our course text.
Hi Linette,
I appreciate that you highlighted that you inform your students that there are no assignments connected to the read aloud time you do with your class. This models in such an important way that reading is pleasurable in itself, and doesn’t always need to be done as a means to an end. There is a different sense of enjoyment just letting a story wash over you and engaging in the journey, than knowing you need to always be thinking critically and aware of details for comprehension sake – those things are important too, just not at the exclusion of reading for fun at times!
Great post!
Lana.