2. Stamina is…  The ability to use energy to perform work… to exert a force over a period of time  The strength or will to resist fatigue  The ability to endure hardship or persevere through a challenge

6. Having reading stamina—the ability to read well for prolonged periods of time—is vital in making us proficient readers. Lack of reading stamina is like trying to drive a car without gas. Even a sports car without gas is useless. Reading stamina is the energy needed to fuel reading.

8. No matter what your reading ability level, you can improve your reading stamina by reading for longer periods of time.

14.  Keep track of the plot across many pages.  See how characters develop and change.  Follow shifts in time in the story.  Recognize patterns and repetition. = greater comprehension

50.  Research shows that reading stamina will increase with the amount of time spent reading.  Just like athletes spend months and years preparing for the Olympics, reading stamina will only increase with quality reading practice.  Set aside a time every day dedicated to reading.  Set reading goals. Start with small then slowly build these up until you are able to read for half an hour or hour sessions.

52.  Make sure you are comfortable and free from distractions.  Turn off the TV or music and find a quiet spot where others are not talking.  Sit in a comfortable seat.  Make sure there is enough light.

53.  Enjoy your reading!  Read what interests you to build stamina.  Pick something you are excited to read about.

54.  Foster a love for reading by making a choice of books easily accessible in your home.  Make reading an enjoyable family activity that everyone undertakes. Set aside two or three reading sessions a week so that everyone in the house reads. Remember, children will read if adults read too.  Visit the local libraries and bookstores.

56.  Students should reach the goal of reading at home every day for at least 30 minutes.  They should be using a reading “training log” to record their uninterrupted reading.  They should share their thoughts about the books they read and their reading experiences.

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59. Duke, N.K., & Pearson, P.D. (2002). Effective practices for developing reading comprehension. In A.E. Farstrup & S.J. Samuels (Eds.),What research has to say about reading instruction (3rd ed., pp. 205– 242). Newark, DE: International Reading Association.

60. Naceur, A., & Schiefele, U. (2005). Motivation and learning–the role of interest in construction of representation of text and long term retention: Inter- and intra-individual analyses. European Journal of Psychology of Education, 20(2), 155–170. doi:10.1007/ BF03173505

61. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

62. Sadoski, M., Goetz, E.T., & Rodriguez, M. (2000). Engaging texts: Effects of concreteness on comprehensibility, interest, and recall in four text types. Journal of Educational Psychology, 92(1), 85–95. doi:10.1037/0022-0663.92.1.85

63. Shanahan, T., Callison, K., Carriere, C., Duke, N.K., Pearson, P.D., Schatschneider, C., et al. (2010). Improving reading comprehension in kindergarten through 3rd grade (NCEE 2010- 4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

64. Taberski, S. (2000). On solid ground: Strategies for teaching reading K–3. Portsmouth, NH: Heinemann. Whitehead N. (2004),.The Effects of Increased Access to Books on Student Reading Using the Public Library., Reading Improvement, Fall Vol. 41 Issue 3, p165