Student-Owned Reading

This year I had the fortunate experience of working with two very different age groups with a common problem: reading. It is hard for many of us to fathom that perhaps students may squeak through our system lacking the fundamental skill of reading; however, the increasing percentage of college students forced to take remedial courses would suggest that this is so. In light of the formerly mentioned realities of the state of literacy, I have worked with the junior high principal to create something new.

In effort to truly assess the need, our focus was beyond grade-level and began with a top-down approach: college readiness. In order to be successful at college-level reading requirements, students must be able to critically analyze texts; scouring, highlighting, synthesizing. So far, in practice we (as a system) have tried unsuccessfully at imitating these skills with a steady stream of passage excerpts and worksheets. This program is meant to move away from imitation to realia.

Next year, students grades 6-8 will own 6 quality novels per year, that were thoroughly researched for content support and student interest. At the completion of their eighth grade year, students will have read through and own 18 quality books. Book ownership is essential in this process because it will support student buy-in and will allow them to highlight, dog-ear, and make marginal notes. Students will process their reading through discussion, graphic organizers, illustration, and writing. Book reports will be assigned at the conclusion of each book. Students will be taught to properly cite their book using APA format (the standard format for the soft sciences). The efficacy of the program will assessed through achievement score analysis and pre/post student reading interest inventories.

Book ownership and the reinforcement of basic reading skills almost seems too simple. We are hoping that it is really that easy; that basic. I will keep posting on the progress!