If We Don’t Have A Real And Deep Reading Culture In Schools, We Are Failing Our Children
A well-stocked library and a passionate librarian will be the beating heart of any school's literary ambitions
Worryingly, an All Party Parliamentary Group report in 2014 noted a fall in school librarians as a concerning trend.
A school’s reading culture belongs everywhere in a school, and with everyone, but a well-stocked library and a passionate librarian will be the beating heart.
We intuitively know, and evidence tells us that reading habits and cognitive processes are connected. Engagement in reading transforms educational outcomes regardless of economic background.
Clark and Akerman’s 2006 study found greater confidence amongst students in receipt of free school meals, where reading was modelled and practised at home, than those who didn’t receive free school meals, where reading wasn’t part of home life.
The same study however tells us that students from lower income families can have much narrower perception of the value of reading and as teachers we will have experienced this. So, when reading is not practised and modelled at home, what can schools do? Well, here are some questions your school must ask itself:
The school library
Is there a range of texts that are in good condition and regularly refreshed? Is the space welcoming? Is it staffed by a librarian who knows and is passionate about children’s and young adult fiction and non-fiction? Can they advise and recommend on reading choices? Are borrowing patterns tracked? Are reluctant readers targeted?
Quality reading time
Does every student in the school have allocated time to read for pleasure? Whether this is part of form time, English lessons or shared across the curriculum, it is vital in building habit. When it happens, is practice consistent across the school and are all students meaningfully engaged? Are teachers reading too? What is the intervention offer for those who struggle to engage in reading for pleasure?
Teachers and professional development
Are reading habits discussed at parents evening by English teachers or form tutors? With a body of research telling us 10% of students have weak comprehension skills, are students asked to predict, summarise and notice when understanding breaks down? Are all teachers confident in how to do this? Are students aware of students’ reading ability through reading ages or SEN information?
Messaging
Do leaders and students discuss the books they are reading and the books that have been important to them in assemblies? Does the school website contain reading lists and other information that can help parents? Are there outreach workshops that can assist parents in developing reading and readings habits at home?
Events
Are key dates for reading on the school calendar like World Book Day or whole school Drop Everything and Read sessions? Are author visits or book clubs planned and resourced?
Environment
Do corridors, classrooms and the school canteen state the message that reading is important in your school with regularly updated ‘I am reading signs’, book posters and information on authors?
Students
Students are an incredibly powerful currency when it comes to reading culture. Giving students time and space to discuss reading whether in English or library lessons, form time or reading clubs: recommendations and book talk from peers can go a long way to supporting others.
Jennifer Hampton is an education professional and former English teacher/SLE. She blogs at brightonteacher.wordpress.com and you can follow her on Twitter at @Brightonteacher.
