Fostering Reading Joy and Proficiency

“If we know nothing else about reading, we know that the way to become good at reading is to read. A lot,” says Deborah Hollimon (U.S. Air Force Academy Preparatory School) in this Literacy Daily article. “And because reading is a voluntary act, it is vital that students are motivated enough to begin to read and engaged enough to keep on reading for a lifetime.” Hollimon boils down the secret to getting students reading to the acronym ACTS:

• Access – All students must be able to get their hands on a rich supply of good things to read, she says. “Instead of buying that ‘silver bullet’ commercial reading program, use those funds to prepare for pleasure and voracious reading by stocking classrooms and libraries with beautiful and intriguing books and magazines. Entice students with accessible displays of curated books of high interest at appropriate reading levels.” 

• Choice – “If the point is for students to enjoy reading enough to want to keep reading,” says Hollimon, “then they must be allowed, even encouraged, to read for pleasure – not just for information, not just closely or critically, but for fun!” Being able to select reading material from a wide array of choices is vital for this to occur. 

• Time – Once students are out of school, says Hollimon, “video games and social networking become the default leisure activities and pleasure reading is displaced.” That’s why it’s vital to carve out significant uninterrupted time during the school day so students can get immersed in reading. Then there’s a chance that it will continue after the bell rings. 

• Socialize – Students who have found texts they love to read will want to talk about them, and during-school time – structured and unstructured – has to be allocated for that as well. This is especially important for students who don’t have a reading culture at home. 

“Enacting the ACTS of Reading” by Deborah Hollimon in Literacy Daily, November 17, 2015, http://bit.ly/1I6YNjI; Hollimon can be reached at deborah.hollimon@usafa.edu. 

From the Marshall Memo #613