Literacy Now

In my role as a college instructor in children’s literacy, I lecture my students about the importance of building joyful attitudes along with children’s developmental skills. I shared with my Children’s Lit class my former first graders’ enthusiasm as they embarked on the latest installation of Diary of a Wimpy Kid or proudly reported finishing a Harry Potter volume. However, as we delved deeper into the importance of positive attitude and motivation, many of my students reported how difficult this was for them because they didn’t particularly enjoy reading.

It occurred to me that although many children begin their literacy journey with excitement and enthusiasm, sometimes they lose their way. Something happens that makes reading no longer joyful and satisfying the way it once was (if it ever was at all).

The challenge

Both my daughters, ages 11 and 14, have always been avid readers. As a voracious reader myself, fathoming a world without reading for pleasure was difficult for me. In fact, I began to feel sad for the many children—and adults—who were missing out on the vicarious experiences and the temporary escape that a good book provides.

I wondered if there was hope for nonreaders. Maybe they still just hadn’t found the right book or genre that would motivate them? What had happened to them somewhere along the way that led to this state of affairs in their adult lives? Would it be possible to trace their lack of interest or motivation to some earlier literacy trauma? (Disclosure: My undergrad degree is in psychology. I have a tendency to attribute all adult deficiencies to some sort of childhood trauma.) In any case, my curiosity was piqued.

The journey

As a certified reading specialist, I am aware of the research on children’s attitudes and motivation in reading. Children who like to read tend to read a lot and, thus, get better at it. Those who don’t like to read (often those who struggle with reading) read less often and, as a result, get less practice at it than the motivated readers. But how do you spark that attitude and motivation? That is the $64,000 question. (Or maybe just the question—I was on a budget.)

I started asking my own girls, “Why do you like to read so much?” and “What do you like to read?” Then I started thinking about kids their age who don’t like to read and what circumstances led to their feelings. Fortunately for me, my girls have lots of friends, and thus my own personal research study began!

Over time, I interviewed 30 children on the topic of reading attitudes and motivation. Twenty-two were girls and 8 were boys. (That’s the breaks when you have only daughters.) The children ranged in age from 9 to 15 (and yes, if you're wondering about ethical research, I did have parents sign consent. I wasn’t necessarily thinking about publishing a formal research study, but you never know!). What I found out from my “mini study” was quite interesting!

The Holy Grail: The findings

Out of the 30 children interviewed, I was able to classify 16 as motivated readers, 11 as “neutral” (neither particularly enjoying nor reading) and 3 as clearly being “reluctant” readers. Interestingly, many of the motivated readers also tended to be early readers. Did the early reading lead to more motivation and enjoyment? Or was because they enjoyed reading (or being read to) so much that helped them to become early readers? The age-old “chicken or egg” dilemma.

Some of the more popular genre mentioned were fantasy/adventure, fiction/nonfiction books about animals, humor/joke books, and mythology and informational (sports, biographies, magazines) for the boys. The girls reported most of these, but also included "Coming of Age" type fiction, graphic novels, and fan fiction.

Other factors that had a positive impact on children’s attitudes and motivation included:

• Frequent opportunities to read for pleasure in school (D.E.A.R., etc.)
• Teacher reading to the class
• Access to “good books” in the classroom
• Teachers giving an interest inventory and then matching kids to books
• Early (preschool) exposure to good books
• Book clubs (recommendations from friends)
• Reading a book in anticipation of the movie
• Books based on TV series
• Choice (This is an important one—research indicates that children who have choices for in-school reading generally are motivated to read more and have more positive attitudes toward reading)

In the end, for me, these kids may not have given me The Holy Grail, but they provided a lot of insight into what motivated them to read.

Ludmila Battista teaches children’s literacy and early childhood development courses at Kaplan University. She is also faculty coadvisor for the first online chapter of Autism Speaks U. Her background includes elementary education, course development, and curriculum assessment and reading instruction. She is also a certified reading specialist/reading teacher.

The following is a supplement to the article “Tomorrow’s Leaders,” which appeared in the March/April 2016 issue of Literacy Today. The play vignettes were scripts performed by students as part of the Teens for Literacy initiative between Armstrong State University and a local K–8 urban public school.

Play Vignette 1: Reviewing a Recipe Card

D’Ante: Hey Grandma, let’s make some gumbo for dinner.
Grandma: Ok, we can make it together.
D’Ante: I’ll give you the ingredients and you can cook it.
Grandma: I know all of the ingredients by heart, so I’ll tell you what I need and then you can hand me the ingredients.
They are all written down on the recipe card.
First, I need the soup.
D’Ante: Here you go, Grandma.
What do you need next?
Grandma: I will need corn, potatoes, tomatoes, seafood flavoring, and green beans.
(D’Ante hands grandma all of the ingredients she asked for.)
D’Ante: After we put all of those ingredients in to simmer, what do we do afterward?
Grandma: We are going to let the gumbo cook for 30 minutes and then we will fix the plates for dinner.
(Once the gumbo was done and dinner was served, everyone sat at the table and ate.)
D’Ante: This gumbo tastes so good; I feel like I’m in heaven!

Play Vignette 2: Star Study Tips

Narrator: Today we will be telling a story of three students telling how they are studying for an upcoming test.
Brandon: Hey, are you getting ready for the reading test?
Jah’meria: Yeah, I’ve been studying for that since the teacher told us about it.
Vanessa: What study tips have you guys been using?
Brandon: I’ve been using flashcards to study.
I write down a question on one side, say the answer to myself, and check to see if I am right when I turn the card over. I wrote the correct answer on the back of the card.
Jah’meria: Good idea!
I’ve been looking over all of my notes that I took during class.
I am reviewing them and saying them in my own words to make sure I understand them.
Vanessa: That’s smart. What about you, Brandon?
Brandon: Well, I’ve been testing myself.
Jah’meria: I’ve also been re-reading the text and going over all of the bold words.
The bold words are usually the important vocabulary words and ideas to remember.
Vanessa: Another really great way that I’ve been studying is to create songs or raps to help me remember big ideas.
Brandon: Wow, that sounds like fun.
Jah’meria: My teacher also told me that having a quiet spot to study without any distractions is important.
Make sure you have your supplies ready, like pencils, books, and your notebook.
Vanessa: Making a study schedule is also a great way to study.
Decide how to break up the material and study for a little bit of time each day.
Brandon: She also said that you should take detailed notes during class.
If the teacher writes something down on the board, it is important and you should know it for the test. You can also draw a picture while you are studying if it helps you remember your notes better.
Jah’meria: With all of these great study tips, I know how to prepare for any test now!

Play Vignette 3: “Top 10 Reasons to Read” Countdown

Renee: Presenting…the Top 10 Reasons to Read!
Tatyana: Number 1: Reading is used for other school subjects like social studies and math.
Renee: Number 2: It is used in your everyday life.
Tatyana: Number 3: Reading helps you learn different things and have new experiences.
Renee: Number 4: Reading is used to understand the world around us and travel to exciting places.
Tatyana: Number 5: Reading can improve your spelling and language skills.
Renee: Number 6: If you cannot read, you may be cheated out of something. You might not be able to understand an important contract.
Tatyana: Number 7: Reading helps a person follow directions.
Renee: Number 8: Reading is a major part of college.
Tatyana: Number 9: Reading is an important part of getting a good job.
Renee: Number 10: To be able to write well, you also need to be able to read.
Tatyana: So, be sure to read something today and every day!

Play Vignette 4: Reading Aloud to a Sibling and Researching Eric Carle

Petrice: Hey, Jakaila. Have you heard of the author and illustrator Eric Carle?
Jakailia: Yeah, I really enjoy reading them to my younger sister. She loves the illustrations and the stories.
Petrice: Do you read to your sister with lots of expression to make the story more exciting?
Petrice: I do. Did you know that Eric Carle has illustrated more than 70 books, most of which he also wrote?
Jakailia: Wow, I didn’t know that about him. That is really impressive!
Petrice: He is very talented at what he does. Brown Bear, Brown Bear, What do you See? was actually the first book he illustrated. It has been translated into more than 30 languages around the world.
His artwork was created using the collage technique. He cuts and layers paper to create bright and cheerful images.
Jakailia: That’s so interesting. I never knew that about Eric Carle. I know that he also wrote The Very Hungry Caterpillar.
Petrice: Some of my other favorites that he has written are The Tiny Seed and Draw me a Star. A lot of his books are about nature. You should all check out some books by Eric Carle soon.
Petrice and Jakailia: …AND check out the latest edition of the School Times! Extra, extra, read all about it…enjoy!

Anne Katz, an ILA member since 2003, is an assistant professor of reading in the College of Education at Armstrong State University in Georgia.

It’s late on a Friday afternoon and a dedicated teacher has gone into the bookroom in search of just the right book to pique the interest of a particular student. This book certainly has to meet the requirements of Common Core. Instinctively, the teacher knows she cannot rely merely on the color-coded stickers on the books. Lexiles are not enough to guide her. Luckily, her reading specialist had this situation in mind when she filled the bookroom with quality children’s literature.

The current trends in reading are driving school districts to purchase sets and programs they believe will support the needs of their students. Systems are marketed as being researched and evidence-based. However, when teachers are armed with the knowledge of best teaching practices, research shows that students learn best when using authentic quality books. Motivation increases and the love of reading grows when students are engaged in books that capture their imagination and challenge their thinking. Computer programs do not know which books connect to a student’s life, but teachers do.

Children’s literature is seen as deceptively simple by some. When used to its potential, children’s literature contains more than just endearing stories. It contains characters to which students can relate and a sequence of understandable and often predictable events. The language uses similes and metaphors that students can modify in their own writing. Authentic quality literature becomes a window to the world but also a map to students themselves. A good book allows students to understand and problem solve within the circumstances of a book that reflects pieces of their own lives.   

Now is the time to build book collections to support what teachers know about their students and best practices in reading. No canned program or system can compare to the expertise teachers bring when using authentic literature. Guided reading, comprehension focus groups, strategy groups, and RTI all can be developed to a richer level of success when done with fidelity using the best books teachers can find. Mindful reading means paying attention to the content we provide students so they grow in their thinking.

The elements of a successful bookroom stay the same whether teachers are selecting titles for an elementary or a secondary level bookroom. Do the characters in the books relate to the world they know? Do the books invite readers to question and learn, to make connections? Readers love books that they find are relevant to themselves and their lives.

The Five Essential Elements

1. Books that are authentic quality literature. Although publishing companies are quick to offer prepared programs for bookrooms, teachers can select books using various resources. Websites like The Nerdy Book Club and the Cooperative Children’s Book Center of University of Wisconsin-Madison offer recommendations beyond Newberry and Caldecott winners. Teachers can find mentor texts, picture books, and chapter books at every level to supplement their curriculum.
2. Books that are culturally relevant and accurate. What is your school population and how do the books chosen represent it? Diversity is fluid, and the titles in the bookroom should reflect how populations change. Although not all cultures are represented equally, teachers need to strive to find materials in which children can identify themselves. 
3. Books that inspire children to think and question. Across content areas, books can be found that support the curriculum in a way that challenge students to question, think, form opinions, and wonder. Pairing a biography about Neil Armstrong or with an informational text about the solar system gives students a chance to think about what it takes to explore space and debate the merits of such exploration. They can persuade or dissuade others to take up such a challenge.
4. Books that represent different times and truths/ideas. Books should cover different time periods and beliefs in history. There are many universal big idea themes that should be represented such as hopes and dreams, fears, challenges, opportunities, greed, ambition, family, and discovery. Also important are themes like slavery throughout the world (past and present), equality, fairness, freedom, and rights.
5. Books that align with the school’s curriculum. Every school district has its own requirements in addition to Common Core Standards. When adding to the bookroom, meeting the needs of classroom teachers who are looking for materials to supplement their curriculum is important. Reading specialists need to talk to all teachers to determine ways to support their teaching with literature from personal narratives to science.

Books are treasures that open the mind to new ideas and imagination. A bookroom should reflect the best in what literature has to offer children. Teachers have the skills to use these books in the many ways students need them presented. The most essential ingredient to a bookroom is the knowledge teachers bring to it when they search for the right book for that certain student late on a Friday afternoon. Mindful reading provides students with the authentic literature they need to be engaged in their learning.

Martha M. Fallis is a reading specialist/literacy coach in the Columbus School District in Wisconsin.

As teachers, one of our goals is for every student to read and comprehend at or above grade level. We want students to take ownership of their reading, monitoring themselves while they are reading and self-correcting when they need to. I have struggled with this as a teacher. Students look at the first letter or letters of a word, make a guess, and continue reading. They rarely go back and self-correct when the word does not make sense. When students are reading aloud to us we are able to draw their attention to their mistakes, but what happens when they are reading by themselves? Are the students self-correcting or are they just reading on? What effect is this having on their comprehension? To address this, I focus more instruction on students identifying the mistakes they have made while reading and reading accurately the first time.

One strategy is to have students record themselves reading into a computer or tablet. Students have a passage in front of them that is at their reading level. They record themselves and then go back and listen to their reading, marking any errors on their paper. If students are able, I have them mark what they said. They record the number of errors that they made and then repeat the process.

This took modeling and practice, but once students had the hang of it, I could set them up on the device and they could do it themselves. Hearing second and third graders talk about what errors they had made and how they could not believe they did not read the right word when they knew the word was amazing. This strategy brings students’ attention to how they were reading and what they needed to pay more attention to while reading.

Another strategy I use with students as early as first grade is to write down the misreads they make while they are reading. I then read it back to them and have them follow along. I will read what they said, not what the text actually says. They catch on quickly that what they said was not correct. They tell me that what I read was wrong. The students start to get their eyes on the word and read more carefully, paying extra attention to what they are reading.

Similar to the previous strategy, I write phrases and sentences on notecards from the lessons that we have already done. The students each get one notecard and read it aloud. If they read it correctly the first time, they get to keep the card. If they do not read it correctly, then I get the card. Their goal as a group is to get more cards than I do. This has made a huge difference in how much attention students pay to the whole word. They even have made improvements on identifying if the letter is a b or a d.

Many students have shown improvement in the number of words that they read correctly in a minute, but, of course, there are still some students who are making the same mistakes and are not paying attention to what they are reading. Our goal is to get students to pay more attention to what they are reading and to read accurately the first time. The more attention we can draw to students’ misreads and the more we can get students to see that they are not looking at the entire word, the fewer mistakes they will make and the better readers they will become.

Jennifer Johnson is a reading specialist working with children in grades kindergarten through fourth grade in Shenandoah Community Schools in Iowa. 

Many language arts teachers are not fully prepared for the type of collaboration expected of them in their first years of teaching. Though teacher education programs may have discussed collaboration or teachers may have encountered it during their student teaching, learning how to collaborate with an educator with whom instructional responsibilities are shared can be quite a process for novice language arts teachers. In this article, we, former coworkers and collaborators, share five tips for collaboration. We created these tips based on what we learned during one fantastic collaborative year in a co-taught inclusion sixth grade language arts classroom.

1. Get to know one another professionally. It can be intimidating or stressful to share a classroom with someone you do not know, but remember your coteacher might be just as intimidated as you are. Find time to sit down and talk before the year begins. Although knowing your coteacher on a personal level is ideal, you must develop a professional relationship with him or her. Share a little about yourselves and figure out teaching styles and preferred in-class and out-of-class communication methods. Remain open to continuing to develop a communicative, working relationship with your coteacher as the year progresses.
2. Look at students’ accommodations together. After getting to know your collaborator, it is important to take some time to examine and review students’ IEPs. This ensures both of you will be familiar with not only the specific accommodations but how they relate to the language arts content and the effect particular disabilities may have on students’ progress in the curriculum. Talk about how upcoming classroom activities or assignments can be adapted for student needs.
3. Plan together, with the end in mind, during weekly planning meetings. You and your coteacher should have shared responsibility for not only course planning but also its instructional design and implementation. Universal design or backward design of lessons and units helps both teachers meet all student needs and makes sure students are not left out. Both teachers’ formative assessments will allow for planning adjustments to be made. Be flexible with the instruction. Meeting at least once a week is vital to effective collaboration and student outcomes.
4. Share teaching responsibilities. You and your coteacher should both be responsible for portions of lesson delivery. What you and your coteacher will teach may be fixed or change from week to week based on teaching styles and strengths. Whereas shared planning helps embed accommodations naturally within lessons, shared teaching sends students the message they have two equal teachers who care about their success. When each teacher assumes the role of teacher, the collaborators and the students win. Each collaborator feels a shared responsibility for teaching, which allows for more effective discussions around planning and teaching. Students then receive accommodations in an organic way.
5. Think about how accommodations can help all students. Sometimes language arts teachers are not aware that accommodations can help students with and without exceptionalities. There is no rule against using the accommodations with any student in the classroom. They may be used to support, differentiate, and meet the needs of all students in the classroom. This is just another example of why planning and implementing instruction together as a team are important parts of co-teaching. Collaboration genuinely seeks to help and support all student learning. That’s the true magic of collaboration!

These tips can help your next collaborative teaching experience. Our experiences revealed that collaboration in the language arts classroom decreases the chance students—with or without IEPs—feel marginalized. Each of us felt a shared responsibility for the planning and teaching of our co-taught language arts course and grew as teachers because of this. But, more important, our students benefitted from our commitment to true collaboration in the language arts classroom.  

Beth Kelly is currently serving as Program/Compliance Specialist for Dare County Schools in North Carolina, and she continues to teach math part time to children with various degrees and types of disabilities in middle grades. Beth earned her Maed from East Carolina University in Learning Disabilities in 2005 and is certified as a National Board Exceptional Needs Specialist/Early Childhood through Young Adult. Kathryn Caprino is a clinical assistant professor in English education at the University of Florida. She teaches children’s literature and English education methods courses and observes student teachers. Kathryn was a middle and high school English teacher.