1. Why is Reading Declining? What can we do?

2. Readicide and Articles  Readicide: How Schools Are Killing Reading and What You Can Do About It, Kelly Gallagher defines readicide as “the systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices found in schools” (2).  “Motivating Middle School Readers in a Grades 7 – 12 School,” by Patricia Vaal of Heritage Hills School in Evansville, Indiana  “Motivational Techniques for Improving Reading Comprehension Among Innercity High School Students,” by Carol Wells of Yale-New Haven Teachers Institute

3. The Decline of Reading One in four secondary students are unable to read and understand textbook content, according to the Alliance for Excellent Education. “Today fewer than a third of America’s adolescents meet grade-level expectations for reading. Among low-income students, the number is closer to one in seven” (17). 1 out of 3 U.S. high school students drops out. (50% of Latinos and African Americans). 3,000 students who are poor readers drop out of school daily (Readicide, Gallagher, 3). Less than one out of three college graduates reads at a proficient high school level. Half of American adults don’t read themselves or to their children.

4. Why is this happening? Multiple choice tests are marginalizing struggling readers, creating “apartheid schools” (8). Teachers are forced to “teach to the test” and cover an enormous amount of material in the time given; provides a limited amount of authentic teaching and learning (11). The Paige Paradox, which encompasses the standardization of testing and learning, based on the fabricated “Texas miracle,” has failed. Students are not provided with interesting and accessible reading material in schools (29). Moreover, they are not always given time to read in schools through programs such as SSR, or a place to read. Teachers often err in under teaching or over teaching books, leaving students unequipped to understand difficult works or frustrated by the amount of analysis. Due to “word poverty” (32), as well as, lack of prior knowledge, many students struggle to connect with the text. America is abandoning its creative edge, which helped us excel internationally, while other countries (e.g. China) are adopting these free ideas (114).

5. What can we do? Create a “book flood” (32). SSR “Real-world” text articles. Be an advocate for your students. Challenge students with longer works, but balanced teaching Act as a “mentor,” “mediator” and “model,” to shape successful students and life- long readers (90). Learn from Finland. They are leading the world in literacy. What are they doing differently than us? Parents receive free packets of childrens resources, including books; some libraries are located at malls; book buses visit distant towns; children begin school at seven years old; students often have no more than a half-hour of homework each night; there are no classes for the gifted, rather teachers give personalized attention to each student, particularly the struggling; teachers have the flexibility to create lessons for students needs; and there is almost no standardized testing (115 and 116).

6. “Motivating Middle School Readers in a Grades 7 – 12 School”  Developing student lists of favorite authors  “Advertising” to encourage reading, by conducting “book talks,” organizing a student run book shop  Introducing new ideas to instructors (e.g. using picture books for high school) or inspirational books like “Chicken Soup for the Soul” for advisory programs  Work cooperatively with reading specialists, teachers and parents

7. “Motivational Techniques for Improving Reading Comprehension Among Innercity High School Students” “Market” reading in classroom, through hanging up attractive posters and developing a program such as “Reading Rainbows” or “The Hit Parade.” Maintain students attention and allow for an extra credit opportunity, Wells made a variety of interesting magazines available in the classroom. When students finished their assignments, they may choose a magazine article and write a brief reflection summary regarding the article, including references. RIF (Reading is Fundamental), which is a government program that grants economically disadvantaged schools with book grants for their students. Although this program is in danger of ending, I think that the original idea of the program may be adapted and implemented as an ongoing community fundraiser (e.g. students raise a given amount of money for books and a local organization matches this). Wells added that read alouds are excellent for students and a student project might be to record a book on CD. Forming Reading Clubs are also a wonderful way to encourage students to share about what they are reading and improve literacy skills.