Summer Reading Tips (not just paper and ink…)Posted: June 12, 2012
I am so grateful to have reading kids! Each of the four have always had a book in hand or close by. I was so intent on raising readers because I am not a huge reader. I LOVE words, poetry, novel, magazines, research reviews (what?!)…but I am such a slow reader that it’s difficult to think of starting things I might not finish. I wanted my kids to be comfortable with books and to WANT to read…and thankfully, they do!
We’re finishing up our first week of summer break and the video games are starting to wane a bit and the books are back in play. Nothing like an afternoon outside with a good book and a strawberry lime slushy! So what’s on your reading docket for the summer? Or like me, do you struggle to start something because it seems so overwhelming? LDA (Learning Disabilities Association) has a few excellent Summer Reading Tips.
What if reading is hard or not possible due to a differing ability? Here is one of my FAVORITE links for thinking creatively and using a Universal Design for Learning approach, CAST UDL Book Builder Create your very own digital books here or read ones already created by others. Awesome way to engage hesitant readers or those needed read aloud assistance.
And if you thought summer reading was something you could let slide, take a look at these Facts About Children’s Literacy from NEA. (hot linked, but also a few listed below)
• Children who are read to at home have a higher success rate in school.
• The more types of reading materials there are in the home, the higher students are in reading proficiency, according to the Educational Testing Service.3
• Children who read frequently develop stronger reading skills.
• The U.S. Department of Education5 found that, generally, the more students read for fun on their own time, the higher their reading scores. Between 1984 and 1996, however, the percentage of 12th grade students reporting that they “never” or “hardly ever” read for fun increased from 9 percent to 16 percent.
• A poll of middle and high school students commissioned by the National Education Association6 found that 56 percent of young people say they read more than 10 books a year, with middle school students reading the most. Some 70 percent of middle school students read more than 10 books a year, compared with only 49 percent of high school students.
• The substantial relationship between parent involvement for the school and reading comprehension levels of fourth-grade classrooms is obvious, according to the U.S. Department of Education.7 Where parent involvement is low, the classroom mean average (reading score) is 46 points below the national average. Where involvement is high, classrooms score 28 points above the national average – a gap of 74 points. Even after controlling for other attributes of communities, schools, principals, classes, and students, that might confound this relationship, the gap is 44 points.