1. Promoting Reading for Pleasure SLARI Annual Conference Pearse Street Library 23 Nov. 2012. Statia Somers Statia Somers Liberties College.

2. It is not enough to simply teach children to read; we have to give them something worth reading. Something that will stretch their imaginations--something that will help them make sense of their own lives and encourage them to reach out toward people whose lives are quite different from their own. Katherine Patterson

3. Background Reader Reader Teacher – 20+ years - disadvantaged /DEIS Teacher – 20+ years - disadvantaged /DEIS History with English. Reading programme History with English. Reading programme Mother of 3 children Mother of 3 children Educational advisor with the SLSS now PDST Educational advisor with the SLSS now PDST Junior Cert. School Programme Team Junior Cert. School Programme Team JCSP librarians & libraries JCSP librarians & libraries Further education college Further education college

4. My Reading Journey

6. Why do I want to promote reading? Pleasure Pleasure Relaxation & escape Relaxation & escape Widen their experiences-people, time, place, feelings, ideas, etc. Widen their experiences-people, time, place, feelings, ideas, etc. Literacy & language & imagination Literacy & language & imagination Hobby/interests Hobby/interests Cultural, social, moral values Cultural, social, moral values Education Education work, citizenship work, citizenship

7. Rights of the Reader

8. Reading & Literacy levels RESEARCH – Effective Schools, UK Systematic assessment Systematic assessment Professional development of teachers Professional development of teachers Collaboration across subjects Collaboration across subjects School organization across subjects School organization across subjects Time given for independent reading Time given for independent reading Small group instruction Small group instruction Approaches to word recognition instruction Approaches to word recognition instruction

9. ASSOCIATED WITH HIGH ACHIEVEMENT FACTORS ASSOCIATED WITH HIGH ACHIEVEMENT High socioeconomic status High socioeconomic status Two parent homes Two parent homes Books in the home- females do better Books in the home- females do better Completing homework regularly Completing homework regularly Reading for 30-60 min. per day Reading for 30-60 min. per day High level of attendance High level of attendance Pisa Report 2000 Pisa Report 2000

10. READING FOR PLEASURE Research shows that students who read for 30-40 minutes per day achieve higher grades in exams. Research shows that students who read for 30-40 minutes per day achieve higher grades in exams. Pisa Report 2000 Pisa Report 2000 National Literacy Trust, UK National Literacy Trust, UK

11. Reader development is about starting with the reader, opening up new reading horizons, taking reading off the page and into the lives of readers, putting enjoyment at the heart of the reading experience, and making connections between readers. Reader development is about starting with the reader, opening up new reading horizons, taking reading off the page and into the lives of readers, putting enjoyment at the heart of the reading experience, and making connections between readers. CILIP, 2004. CILIP, 2004.

12. ENCOURAGING READING DoE circular 16/99 DoE circular 16/99 Suitable resources Suitable resources Forum for discussion Forum for discussion Environment Environment Time to read Time to read Reading aloud Reading aloud Parental involvement Parental involvement Reading Alive by G. Gawith, 1999. Establish reading identity Environment Extend network Increase awareness Reading aloud Logs & journals

13. Developing a Reading Culture 2. Reading Network 3. Reader Identity 4. Book Talk 1. Reading Environment

14. Reading Environment: Resources Give students what they want Know the books Know the books Know the readers Know the readers Match the two together Match the two together. 3 Rs...right book, right reader, right time. Martin Waddell Martin Waddell No such thing as a non-reader only someone who hasnt found the right book. P. Jennings P. Jennings

15. The Matthew effect... Keith Stanovtch CBI Survey of Reading, 2002. For unto every one that hath shall be given, and he shall have abundance: but from him that hath not shall be taken away even that which he hath. For unto every one that hath shall be given, and he shall have abundance: but from him that hath not shall be taken away even that which he hath.given abundancetakengiven abundancetaken

16. Who reads? Gender differences- girls read > boys Gender differences- girls read > boys Age differences – Primary students read > post- primary students Age differences – Primary students read > post- primary students 60% 8yr.old girls read 3 books per week 60% 8yr.old girls read 3 books per week 41% 8yr.old boys read 3 books per week 41% 8yr.old boys read 3 books per week 40% 15 yr. girls read no books in month 40% 15 yr. girls read no books in month 64% 15 yr. boys read no book in month 64% 15 yr. boys read no book in month CBI Survey of Reading, 2002 CBI Survey of Reading, 2002

17. What students like -Ireland Humour Humour Horror Horror Adventure Adventure True Life True Life Crime/fantasy Crime/fantasy Romance Romance Historical fiction Historical fiction 52% periodicals 33% books 10% newspapers 3% comics 2% nothing! CBI Survey, 2002

18. What students like - UK Magazines/newspapers Magazines/newspapers Text messages and websites Text messages and websites Adventure Adventure comedy comedy horror/ghost horror/ghost realistic teenage fiction realistic teenage fiction Computing/games, music and materials about their hobbies Reading Champions Survey, 2005

19. What girls like to read magazines, magazines, fiction fiction Text messages & emails Text messages & emails romance books romance books animal-related stories animal-related stories Poetry Poetry (auto)biographies, (auto)biographies, How to…books How to…books fashion materials fashion materials Reading Champions, UK Reading Champions Survey, UK

20. What boys like to read websites websites Newspapers Newspapers graphic novels and comics graphic novels and comics science fiction science fiction comedy comedy crime/detective stories crime/detective stories Fast paced action Fast paced action Science/sports/IT- related materials. Science/sports/IT- related materials. Reading Champion, UK 2005

22. Range of Reading Resources Series of graded readers, e.g. Penguin, Series of graded readers, e.g. Penguin, High-Low series - high interest + low R.A. e.g. Barrington Stoke titles High-Low series - high interest + low R.A. e.g. Barrington Stoke titles Graphic novels, comics, manga Graphic novels, comics, manga Magazines, newspapers & comics Magazines, newspapers & comics Non-fiction – sport, fashion, music, Non-fiction – sport, fashion, music, Subject specific materials & topic boxes Subject specific materials & topic boxes Individual interests & hobbies Individual interests & hobbies Reference books, Guinness Book of Records, etc. Reference books, Guinness Book of Records, etc.

23. Think about….. Using technology: Audio-books, Playaways, iPods, e-books, Using technology: Audio-books, Playaways, iPods, e-books, Websites.....read & write own reviews Websites.....read & write own reviews Joke books, puzzle/ game books Joke books, puzzle/ game books Picture books for all ages Picture books for all ages Book Boxes – e.g. Babysitting books Book Boxes – e.g. Babysitting books How to…….cook, build, survive........etc How to…….cook, build, survive........etc TV & movie spin offs TV & movie spin offs

24. Reading Environment: Space Library Attractive, colourful, modern comfortable space Attractive, colourful, modern comfortable space Bright furniture & soft furnishings, e.g. couches & armchairs, bean bags, cushions Bright furniture & soft furnishings, e.g. couches & armchairs, bean bags, cushions Reading lamps, lava lamps Reading lamps, lava lamps New stock that appeals to your students New stock that appeals to your students School building Reading spaces/Reading corners around school Reading spaces/Reading corners around school Books in common areas, e.g. canteen Books in common areas, e.g. canteen

25. Reading Corners

26. 2. Reading network Engage teachers as readers & teachers Engage teachers as readers & teachers All staff must be reading role models – males particularly important for boys All staff must be reading role models – males particularly important for boys Staff must reinforce value of reading Staff must reinforce value of reading Staff reading– Rogues gallery, Whose book? Top Ten Reads, Caught reading!, etc. Staff reading– Rogues gallery, Whose book? Top Ten Reads, Caught reading!, etc. Parents & others in community visible as readers Parents & others in community visible as readers Identify how library can benefit subject teaching Identify how library can benefit subject teaching Subject topic boxes in classrooms Subject topic boxes in classrooms

27. Rogues Gallery Name ____________________ Job ______________________ A book I really enjoyed when I was a teenager was............. A book I recently enjoyed was......................

28. Whose Book?

30. Desert Island Reads.....staff

31. Role Models

32. Teachers as readers Provide books, newspapers, etc. in staffroom Provide books, newspapers, etc. in staffroom Provide reading lists in staffrooms – all kinds Provide reading lists in staffrooms – all kinds Create Top Ten Reads lists -staff Create Top Ten Reads lists -staff Display reviews & articles re. reading Display reviews & articles re. reading Promote book swaps, fairs, book day/night, etc. Promote book swaps, fairs, book day/night, etc. Organise Subject Topic boxes for teachers Organise Subject Topic boxes for teachers English teachers book group- selecting class novels for study English teachers book group- selecting class novels for study

33. Liberties College - Green College Initiative – 26 -30 Nov

34. Subject Topic Boxes

35. DEAR USSR Whole school initiatives... Drop everything and read!

36. 3. Reader Identity Create the students identity/profile Create the students identity/profile Sustain student as a reader Sustain student as a reader Challenge them to stretch their reading tastes, genres, authors, etc. Challenge them to stretch their reading tastes, genres, authors, etc. Identify range of readers; reluctant, beginner, independent, able & advance Identify range of readers; reluctant, beginner, independent, able & advance.

37. Reading Identity Reading Identity Acquire information from feeder schools re. reading experience, test results, etc. Acquire information from feeder schools re. reading experience, test results, etc. Survey incoming students re. reading preferences & attitudes Survey incoming students re. reading preferences & attitudes Keep notes of interests, hobbies, reading likes & dislikes Keep notes of interests, hobbies, reading likes & dislikes

38. HOW STUDENTS SELECT BOOKS Friends recommend it Friends recommend it The blurb The blurb Part of a series Part of a series Title Title Have seen film version Have seen film version Author Author Adults recommend it Adults recommend it CBI Survey CBI Survey

40. Helping students to detect books Guidance....practice....avoid frustrating reads Guidance....practice....avoid frustrating reads Books about books- self selecting Books about books- self selecting Comfortable level of reading = enjoyment Comfortable level of reading = enjoyment Interests, prior reading, favourite authors,/genres, etc. Interests, prior reading, favourite authors,/genres, etc. 3 ideas TCB – title – cover – blurb TCB – title – cover – blurb Musical chairs Musical chairs Starter for Ten Starter for Ten

41. Musical Chairs

42. First lines....starter for ten.. Our best friend was ash in a jar. Ross was dead. Kenny, Sim and I were learning to live with it. Our best friend was ash in a jar. Ross was dead. Kenny, Sim and I were learning to live with it. Im wondering what if. Im wondering what if. What if the football hadnt gone over the wall. What if Hector had never gone looking for it. What if he hadnt kept the dark secret to himself. What if... What if the football hadnt gone over the wall. What if Hector had never gone looking for it. What if he hadnt kept the dark secret to himself. What if...

43. Battle of the Books V 2 books & 2 teams of readers 2 books & 2 teams of readers Make a case for each book Make a case for each book Vote for best, most entertaining, etc. Vote for best, most entertaining, etc.

44. Incentives – Secondary Students Prizes Prizes Trips related to their interests Trips related to their interests meeting the author/celebrity meeting the author/celebrity Having their own webpage Having their own webpage designing websites/magazines – screen saver designing websites/magazines – screen saver reading games reading games mentoring younger pupils mentoring younger pupils Only one fifth would be motivated by having to Only one fifth would be motivated by having to rate books or write book reviews rate books or write book reviews National Literacy Trust, 2005. National Literacy Trust, 2005.

45. What helps girls met the author/celebrity met the author/celebrity get stickers get stickers had friends that were readers had friends that were readers reading groups/friends reading groups/friends talking/ favourite book talking/ favourite book choosing library stock choosing library stock National Literacy Trust, 2005 National Literacy Trust, 2005

46. Example- Student Reviewers Invite team of girls/boys to read & review selection of magazines Invite team of girls/boys to read & review selection of magazines Facilitate a discussion of pros & cons or Facilitate a discussion of pros & cons or Write up comments Write up comments Select 1 or 2 magazines - subscription Select 1 or 2 magazines - subscription

47. What helps boys Designing/having their own web pages Designing/having their own web pages reading games reading games

48. www.jcspliteracy.ie

49. Reading Programme Independent Reading Group A Teacher 1 Read along Group B Teacher 2 Reading Circle Group C Teacher 3

50. TIMETABLED READING PROGRAMME Day Group A Group B Group C Mon. Reading Group Ind. Reading Readalong Wed. Readalong Reading group Fri.Readalong Ind. reading

51. Reading interventions Short-term reading drives/individual challenges Short-term reading drives/individual challenges Group reading challenge – Word Millionaire Group reading challenge – Word Millionaire Paired Reading Paired Reading Read along – audio-books, Playaways, iPods, etc. Read along – audio-books, Playaways, iPods, etc. DEAR - Drop everything and read... DEAR - Drop everything and read... Reading Circle/group Reading Circle/group Accelerated Reader Accelerated Reader

52. Paired Reading

53. Reading Challenge A structured reading project with parental support Students read a book a week for six weeks (some of them!) Target Group 1st and 2nd yearsTarget Group 1st and 2nd years Reading Age 7.00 -10.00Reading Age 7.00 -10.00 Parental involvementParental involvement Provide extrinsic motivationProvide extrinsic motivation CelebrationCelebration

54. Who Wants to be a Word Millionaire? Home reading intervention Home reading intervention Class group of students are challenged to read over 1,000,000 words. Class group of students are challenged to read over 1,000,000 words. Parental involvement Parental involvement Short term time frame (approx. 6 weeks) Short term time frame (approx. 6 weeks)

55. 4. Book Talk Reading Circle - before, during, after reading... Reading Circle - before, during, after reading... Need to talk before Need to talk before Aidan Chambers - Tell me..approach Aidan Chambers - Tell me..approach 3 kinds of Sharing: Enthusiasms Enthusiasms Puzzles Puzzles Connections Connections

56. Book events/rewards Visiting authors Visiting authors Storytellers, illustrators, animators Storytellers, illustrators, animators World Book Day World Book Day Book Shadowing – BISTO, local list. Book Shadowing – BISTO, local list. Local reading initiatives Local reading initiatives One Book, One Community/City One Book, One Community/City

57. Thank you for listening statia.somers@libertiescollege.ie statia.somers@libertiescollege.ie