Building a Culture of Reading with the Accelerated Reader Program

We all can agree with the fact that to build a culture of reading with our children is essential in order for them to develop into lifelong successful readers. Even though, we may have diverse points of views and/or opinions about how we arrive at the destination. Of course, as some of my professional cohorts already know, the Accelerated Reader Program, in my humble opinion, is an excellent tool for not only accelerating reading growth, but, for simultaneously, building a culture of reading. As you well know, like most things in life, there are pros and cons; and certainly, there are pros and cons regarding the Accelerated Reader Program. However, whether you happen to be one or more of the following:
Classroom teacher, librarian, literacy specialist, school administrator, parent/grandparent, organizational youth leader, or children's care-giver, we know in today's world of competing technologies for children’s’ interests and time, it is a struggle to build a culture of reading within children in this present day. Therefore, with careful implementation, Accelerated Reader is one of the finest tools of integrated technology for growing reading comprehension and building a culture of reading at the same time. When used correctly, AR builds motivation for reading whatever children want to read, pleasurably, individualized to their personal reading ranges from low to high which is called a ZPD--zone of proximal development. According to research, a child's ZPD, reading range is one which produces optimal reading growth, individualized and tailored to each respective child.

Now, there are those who offer counter debate in discussion not being favorable to the Accelerated Reader Program.
Some even say that AR stymies the self-selection process in reading whatever a child wants to read, or takes the anonymity out of reading, and/or makes a public exhibition of struggling readers.
In my humble opinion, I think to the contrary; if handled correctly, this is not so. When children are reading at a range specific to their reading strengths and thus can comprehend what they read successfully, this, indeed, is what accelerates their reading.

I like the manner in which AR is implemented at our school for those teachers who utilize the program; it is implemented comfortably and carefully. Those who are involved with AR, know this as a fact: we don’t obsess about it by restricting the children's reading to only books with AR quizzes and/or are consumed by concentrating on points; we pursue a quality over quantity approach, whereby we stress the importance of maintaining an 85% and above average--subsequently, the accumulation of points are inherent and automatic--it is a 2 for 1 because the higher the reading average equates more earned points for time spent, practicing reading.

Children are given the computerized Star Reading Test to find their individualized, compatible reading range (ZPD); I, as the librarian write their ZPD's on a book mark and explain to them how finding books they want to read within their reading range and taking quizzes to find out how well they understood what they read will grow their reading. I also stress the importance of careful and thorough reading and sometimes re-reading if necessary, so as to make high scores (85-100%) on their reading quizzes as the vital key to accelerating their reading growth. If children consistently score high on reading quizzes whether a struggling reader who has a low reading range or a student quizzing at the low range of his/her respective reading range, scoring high on the reading quizzes automatically elevates and grows the reader's reading levels.

I built in an extra scaffold or bridge to cement the learning within the reading prior to testing by allowing students to use hands on's and graphic organizers, See Dinah Zike’s foldable (www.dinah.com) for great ideas. This is an additional way to integrate artsy, hands on’s manipulatives which is enjoyable and motivation for students of all ages. Additionally, children can blog about their books read prior to taking an AR quiz; I created a blog specifically for allowing children to do so at
www.readinglearningblogging.blogspot.com.

Renaissance Learning, the creators of the Accelerated Reading Program offers continuous learning based upon the latest research about building a culture of reading within all children from PK-12. Updated training details that concentration solely on points as passé. In having children set individual goals, educators have the option of setting goals in three ways by: (1) having children read within an individualized reading range to grow reading; by (2) establishing an expectation that children maintain a reading average of 85 % and above; and by (3) establishing an expectation of the acquisition of a set number of points based upon the individual goal of students—(points actually equates the length of time spent practing reading)---the more text within a book, the more time needed to read, thus equating the point worth of the book.

At the end of the day, if implemented correctly the Accelerated Reader Program builds a sense of security and safety within children because they succeed when matched with a book they can actually read; as true with any of us, whenever we find the "right" path which proves to be reliable for meeting success with whatever we endeavor to do. Hence, a book match empowers children to elevate and grow in their reading by quizzing successfully on book quizzes that offer immediate feed-back on how well they have done. Confidence, self-esteem, lifelong reader acquisition of upward mobility are by-products.

What do I mean by acquisition of upward mobility? The children at my school are about 99% poverty level, and since once upon a time, reading for pleasure as a past time leisure endeavor was reserved “only” for the elite, wealthy class so therefore to acquire the habit of reading for pleasure as a past time leisure endeavor that was once reserved for the rich upper class; well, now, that is indeed, an acquisition of upward mobility.

Consequently, it is of critical importance to build and develop a culture of reading within the children we serve. At the end of each day, I walk out of my library with a bounce in my step for I feel that I am doing my part in striving to meet the reading needs of the children who enter my library doors by using a tool which grows them as readers and whets their appetite for wanting to read lots of books. As a result of buiding a culture of reading within children sets the steps in motion leading to the path of becoming lifelong learners.

Literacy leads the Way

Being a part of the literacy professional community, as a school librarian, I received an invitation to join other literacy professionals as a participant in Online Course Work targeting the theme Literacy Leads the Way.

The overall objective is for literacy professionals to increase their literacy building expertise so as to provide appropriate activities to build reading fluency, develop oral language, world knowledge; and, to build listening/reading comprehension as well as to ensure wide exposure to literature lending supportive ideas for building inner dialogue for reading comprehending and written composition.

In my next post I will elaborate more about how new learnings complement what I already know about literacy development. Just wanted to share briefly that what I already know is on target with new learnings and, thus, validate and confirm my previous posts as stated.

Foster a Love of Reading by just doing what Comes Naturally

Making reading a practice just as you make other activities a part of the day whether it is at school or home, motivates children to read independently for enjoyment. Recently, I implemented an Early Morning Readers’ Club, whereby children came to the library to read before school started for the day; so, in actuality I added dimension of time into the day for children to practice what comes naturally like all the other activities expected to be practiced throughout the school day. To my pleasant surprise, it became a huge success, so many children attended that they were practically hanging from the rafters. This literacy engagement simply provided an opportunity for student to practice reading naturally for pleasure and to acquire increased literacy skills coincides with a quote from Lesley Mandel Morrow, a professor of education at Rutgers University, "Voluntary, independent reading is a skill that needs to be acquired by frequent practice and taught just as phonics or comprehension are taught."

Moreover, this opportunity for incorporating natural practice time for reading extends to parent and child activities at home. In fact, according to Lesley Mandel Morrow and her colleagues GSE colleague Michael W. Smith and Diane H. Tracey, a professor of education at Kean University, who have developed a new initiative, to guide parents who want to help their children acquire literacy skills; see practical tips for parents provided below:

Cook together: The next time you cook, ask your child to read the recipe while you prepare a dish together. Together, write down meal plans or a grocery list. Have your child write out a favorite family recipe.

Go for a walk: Take advantage of your child's natural love of the outdoors. Write about what you see on a walk, keeping lists of the plants, animals, insects and birds you come across. Observe the moon and stars above and keep a log of your observations.

Share a meal: The next time you pass the mashed potatoes, think of the valuable learning opportunity dinnertime poses for your child. Research shows that the longer a family sits around the dinner table, giving everyone a chance to talk about their day or what they'll do tomorrow, the more exposure their children will have to vocabulary words and the more likely they will do well in reading, says Morrow.

Go shopping: Before you go, make a list. Then, scavenger-hunt style, have your child find those items in the store, reading and comparing labels and selecting items that fit your needs. Read and talk about the signs you see in the store.

Check out the news: The newspaper presents an opportunity to practice reading skills every day. Visually stimulating sections such as the comics or the travel section will catch even a young child's eye. Discuss what you've read, or keep a file of favorite.

When Writing like a Reader, Catch the Reader's Attention From the Very Beginning!

Students can only do as well as the models we provide and the questions we ask. See examples below:

Have students pay attention to great beginnings in books that you and they read! Have students rewrite great book beginnings to make great beginnings for their writings!

“It’s me again, Hank the Cowdog. I just got some terrible news. There’s been a murder on the ranch.”------Taken from The Original Adventures of Hank the Cowdog by John R. Erickson
Students: It’s me again, Hank the Cowboy, I just got some terrible news. There’s been a cattle rustling out on the ranch. Thieves got away with more than 500 head of cattle.

“Hello. My name is Down Girl.”------
Taken from Down Girl and Sit by Luck Nolan, 2007-2008 Texas Bluebonnet Winner!

Student: Hello. My name is Angela.

“If your teacher has to die, August isn’t a bad time of year for it. You know August. The corn is earring. The tomatoes are ripening on the vine. The clover’s in full bloom. There is a little less evening now, and that’s a warning. You want to live everyday twice over because you will be back in the jailhouse of school before the end of the month.”-------
Taken from The Teacher’s Funeral (A Comedy in Three Parts) by Richard Peck

Student: If you happened to have been born in November, it as good a time as any. You know November. The vegetables and fruits are ripe and ready to be picked from the vines. There is less day light and it’s starting to get dark soon. Time for celebrating family holidays comes fast in November.

“Sheriff McGillicutty awakens to birds chirping on a warm sunny morning. Turning over in bed and looking out his bedroom window, he saw the clearness of the spring day and a sky as blue as the ocean. His eyes saw vivid green trees and butterflies dancing from flower to flower drinking nectar. Being a lover of nature, Sheriff McGillicutty thought it a wonderful day for relaxing, taking it easy, and observing the beauty of nature.”-------------------Taken from a Group Composition written by the Saturday Library Pleasure Reading and Writing Class—--Librarian was able to elicit these descriptions by asking the right questions to get the desired results.

Student: I first woke up when I heard the birds chirping outside the windows of my bedroom. It was my birthday! I remember it being my best birthday because I got a surprise birthday present from my dad. My surprise was my dog Diva.

The Librarian Who Lived on the Bookshelves

There was an old library lady who lived on the library bookshelves. She slept there at night to keep the library running right. She kept the books in proper Dewey and ABC order for ease of finding books without any bother. She fixed and straighten book spines to keep them in pretty, even lines and decorated beautifully her library shelves for little library elves. During the day, she could be found writing and running library reports of all sorts and, oh by the way, of course, writing her Library Talks Newsletter and expressing ideas to ponder on her http://empoweringchildrentoread.blogspot.com/ blog as a professional, intellectual writer of note; she reigned as the Accelerated Reader Queen Bee, you see, in advocating it as the teacher’s best tool for building reading comprehension and vocabulary proficiency, sufficiency.

Her days were filled with ordering and stamping new books and weeding old ones without pretty looks as well as managing the library to run by computer with daily back ups to keep it operating smoothly to avoid any computer breaks and bumps. The library lady was, even, on some days an after school reading-writing tutor; although, too, was her library role to, simultaneously, inspire love of books by allowing readers to read uninterrupted for pleasure whatever book they chose to read to be pleased; hence, impacting reading achievement and growing readers as leaders, teaching genre book location access by Dewey, reading aloud on Elmo and checking out books to a thousand or more. This was all done by one person, the library lady herself while still overseeing each library elf to find just the right book by interest of heart and mind from each library shelf.

The library lady had so many classes she did not know what to do. Helping teachers on the fly as they stop by. Too busy with classes filling the library’s interior to talk in detail as teachers ask questions and linger to check out learning material. The library lady mingles back and forth between the teachers and the classes filled with lads and lassies. Unlike middle schools or high schools, in elementary schools, the role rules of the library and the classroom are often confused and the quest for librarian-teacher collaboration, class and student research, and time to accommodate the "Spirit Reader" in the library as refuge is lost at the cost of the library becoming instead like a classroom of restricted use.

So, most often, the librarian remains the only soul, truth be told, who knows both the teacher and librarian's role. Library training worth more than gold enables her to distinguish the finer details of the differing fold of each role. This premise bears out as true because one day, the library lady was, thought to perhaps, in addition to her library duties, as it was come to be discussed by some, the library lady, to boot should teach the state test, too, although the library is not considered a core or a team component aligned to earning the big bonus incentive loot. The library lady threw up her hands in exasperation! Ever intense, nonetheless, without pretense and always willing to fulfill expectations within her role for herself and/or the role of someone else.

Therefore to do her best, she chose the Gourmet Curriculum Menu having aligned learning standards in 31 states makes it, oh so, great! Being indexed with the appropriate levels of Bloom’s taxonomy, it can be taught with a team or taught in autonomy. The reading content is lexiled so students don’t feel exiled. Since the library lady had already plenty work to do, unbelievable, though it seemed, she had to think about adding one job anew; indeed, all total, her jobs were already quite a few. However, keeping in mind as the library media specialist, whatever role done as one or some, she must be realistic in being altruistic to the library’s purpose and loom to maintain a print and nonprint environment in the library's variance from the classroom. So, the library lady still had to make learning reading test strategies of the Gourmet Reading Appetizers and Main Dishes, too, a media presentation of wondrously joy for every girl and boy with added excitement of hands on desserts and doggy bags games as they are named to ensure the library remained an enriched, fun, and pleasurable reading sensation in developing lifelong “Spirit Readers” for the next generation.
There was an old library lady who lived on the library bookshelves. She slept there at night to keep the library running right.

Author: Cheryl E. Hill, Librarian, M.Ed

Give the Gift of Developing Spirit Readers

Recently, as I conversed with the Library-Reading Consultant, Alice Pradia about the importance of libraries being filled with great books for impacting student achievement and the power of elevating reading levels and reading comprehension via the Accelerated Reader Program as an additional motivator for inspiring love of books/literature for the sheer pleasure of it all; while, also, simultaneously providing the essential practice component of the school/school district’s core reading curriculum. In addition to making reading practice fun and exciting for every student, AR gives the teacher the continuous feedback to personalize instruction so every student achieves maximum success through reading self-selected titles based upon interest for reading for pleasure and enjoyment. Although pleasure reading has not been a research priority until more recently, studies are accumulating that emphasize the importance of reading for pleasure both educational and personal development as future lifelong learners. Research with children has shown that reading for pleasure is positively linked with the following literacy-related benefits: reading attainment and writing ability; text comprehension and grammar; breadth of vocabulary; positive reading attitudes; greater self confidence as a reader and pleasure reader in later life. These literacy-related benefits hold true for first and second language acquisition (Krashen, 2004).

During the continued course of our conversation, I was fascinated by a term used in a context that I had not heard before. Mrs. Pradia as former Curriculum Specialist referred to the importance and the efficiency of developing “Spirit Readers” to do the simultaneous task of raising academic achievement as well as test scores. Then it dawned on me, a spirit reader is another way to describe a reader who becomes intrinsically motivated to read! Research shows, as accorded by the research paper of National Literacy-Reading for Pleasure, Guthrie and Wigfield, (2000); reading incentives offered for goal-oriented, challenging reading performance can enhance the intrinsic motivation to read. Motivation is a multifaceted construct that includes reading goals, intrinsic and extrinsic motivation. Since children are motivated by both, the extrinsic can be harnessed to bring about intrinsic motivation (Ryan and Deci, 2000) leading to conceptual understanding and higher level thinking skills( Kellaghan, Madaus & Raczek, 1996); apart of the construct is also “self-efficacy” and social motivation for reading; two related aspects of motivation are reading attitude which are feelings and beliefs an individual has with respect to reading and reading interest relates to individual preferences for genres, topics, tasks or contexts. The appropriate use of reading incentives lead learners to engage in reading and the internalization and integration of the value of reading in fostering lifelong readers. All the aforementioned as stated and described can be accomplished with the Accelerated Reader Program.

The Accelerated Reading Program allows each student to read books of interest at his/her own individual reading level. Students read between a predetermined (low-high reading range, e.g. 1.5 to 2.5) Zone of Proximal Development (ZPD). The ZPD can be determined by the STAR Reading test which provides accurate, reliable, norm-referenced reading scores for grades 1-12 in less than 10 minutes. These scores include grade equivalents, percentile ranks, and normal curve equivalents. The Star Reading Test is a component of the AR Program; or the ZPD can be determined by a previous standardized test score or teacher judgment. Once students complete reading a book, students take a reading comprehension quiz on the computer and reading points are earned; the goal set is that students earn the most point by scoring 85-100%; the higher the score the quicker the student proceeds to his/her higher reading goal range; and, then, gradually and authentically, reading levels are elevated, reading comprehension increases, and love of reading literature through reading library books for interest/pleasure.

Studies show that when struggling readers are not motivated to read, their opportunities for learning decrease significantly ( Baker, Dreher, Guthrie, 2000). Research bears out that children from lower socio-economic backgrounds read less for pleasure and enjoyment than more privileged classes (Clark & Ackerman, 2006); therefore, it is essential that children of poverty in under performing schools have implemented reading motivating programs to develop a love for literature and reading books for the sheer pleasure of it all because it does, indeed, have a profound impact on reading achievement (fluency, vocabulary, background knowledge =comprehension) as a whole and enhances social skills and decision making skills in addition.

Imagine filling every student with the “spirit” for clamoring to read books, eagerly practicing their reading at a high level of comprehension, and proudly displaying their reading achievements and doing better in all subjects. All of this can happen when children fall in love with reading for the sheer pleasure of reading books.

“Education and reading are circular—-the more a person has of one, the better the development of the other.” (Chall, 1996)

Readingempowerment starts@your library!

All Learning flows from reading.”

“A book is a gift you can open again and again.”---- Garrison Keillor

Brew Developed = R is For Reading Books

Although I have been percolating for several months, I could not deliver a developed, well thought out brew of knowledge until now; so, hence the reason for my long absence of posting. I have been thinking though and writing my own ABC book based upon what I already know in my head about teaching children to read based upon the sound-alphabetic relationships of the English language for the synthesis of literacy. As a librarian, I do not have the luxury of time or the continuity of time as does the regular classroom teacher to address the needs of only one classroom because I see all the students in the entire school which equates about 42 separate classrooms who come at some point and time to the the library. However, in the act of promoting and inspiring the reading of great books, I felt a tinge of being unfulfilled and less than authentic to my true purpose of creating literate readers whenever the opportunity presents itself for making children's lives better. I knew well that too many children enter my library without the tools to read the books that I champion. I have heard it stated often at Librarians' meetings and conferences that librarians grow readers rather than teach reading to readers; even though, true, I still felt dissatisfied by being unable to grow a seed not yet planted. I needed some efficient tool to utilize in the library setting to impact reading literacy for non-readers and struggling readers to ignite the love of reading books in the minimum time frame as the library period.

I know most assuredly that if we teach the sound-alphabetic letter relationships of the English language, authentically, then, reading becomes a reality. Also, in teaching the sound-alphabetic letter relationships of the English language, we actualize efficiency for literacy in that we are, additionally, simultaneously, teaching, listening, speaking, spelling, vocabulary, and the tools of writing. As a teacher-librarian, I have read many alphabet stories to children, but, alas, although enjoyable, funny, and delightful, they were incomplete because none included all the sound-alphabetic letter relationships of the English language. I became dissatisfied because I knew that I was not presenting the English alphabet in its totality to build a comprehensive foundation for reading literacy plus I could not truly actualize the theme for my library: Readingempowerment starts@ your library! I spent countless hours in trying to problem solve a way in which I, as a teacher and a librarian could teach foundational reading literacy skills as I simultaneously read library books to children for enjoyment and to inspire them to read and love literature.

Additional as a literacy professional, I wanted to find a way in which I, as a teacher-librarian independently, as well as through collaborative endeavors with classroom teachers and other school professionals could contribute to address the reading/illiteracy crisis facing our American school system. Moreover, the teacher in me made me feel, somewhat insincere, in my role as school librarian encouraging children to get excited about books and to love books when many entered the library doors not possessing the basic skills to, even, attempt reading a book, let along loving a book! As human beings, realistically speaking, we all know that it is difficult to love and get excited about what you cannot do.

Therefore, the reasons as stated above became the driving force and/or impetus for the creation of R is for Reading Books. Information imparted is based upon learning how to “best” teach reading using explicit organized phonics via various reading programs taught successfully to children during many years as a classroom teacher, Instructional Specialist with an emphasis on reading/writing, and English as a second language teacher. As a teacher, librarian, parent, and, now, grandparent, I have synthesized all my learning about how to “best” teach children to read in R is for Reading Books that I am in the process of self-publishing.

Moreover, in order to authenticate information presented in R is for Reading Books, I double checked what was already in my head about teaching reading based upon the English language’s sound-alphabetic letter relationships with a wonderful professional source for educators, The ABC’s and All Their Tricks by Margaret M. Bishop.

Finally, we owe it to our children to teach them authentically about the English language whether they are native speakers of English or non-native speakers of English.
We owe it to those we teach, Pre-Kindergarten-College.

Happy reading and teaching,
Cheryl E. Hill, Teacher-Librarian