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We are a community of readers. It snuck up on us as it usually does. Last week, as my students sat with their chosen reading adventures and I tried to figure out who to confer with, I noticed the silence. That beautiful silence that comes from a large group of kids totally immersed in the task they are doing. The concentration only broken by the quiet ding of the timer. And they came back up for air and I wished that I could give them more than the lousy ten minutes we start with every day.

I know the research and what is says about independent reading. That students, no matter the age, need time every single day to sink into a self-chosen book that will hold their attention and propel them toward better reading. That reading more will make them read more. But I also know that giving them time is not enough.

That all students will not just fall in love with reading simply by someone saying "Read." That we must be intentional when it comes to building our community of readers in such a way that it does not feel contrived, but will grow on its own.

Many of us who love reading know this, but there are so many more that do not as Donalyn Miller so eloquently writes here. So what is it we need beyond the time? Because the time to read is really just the first step, what else is there to creating a community of readers?

There is a passionate teacher. We must love our books. We must love the act of reading. Students look to us for the passion they may lack and we must live it. We must be the reading role model that some students have never had. And not just the English teachers, but as many adults in a building as possible. Celebrate a culture of reading to show students how reading can enrich all of our lives.

There are high quality books. There is no magic number to how many books a library must have to be considered great, but there is a level of quality that needs to be present. Yes, weeding books can be painful but if students cannot see the books they want to read they will not dig through the piles to find them. Display books like they do in the book store, be mindful of the books that call out to students and change it up.

There must be books in many places. Every classroom should have a classroom library. It does not matter how well-stocked the school library is; students need immediate access to great books so that when their mind wanders and they abandon a book they can get another one right away. Partner with your school librarian; together we are stronger and spread the books out. Put rain gutters up with books for students to grab throughout the school, hold a school wide book drive to get more books in the hands of students, set up a Little Free Library. Make books a presence not an afterthought.

The books are accessible. Too often the systems we put in place, such as the way students check out books, stand in the way of reading. Find out what works for you and make sure it is easy for students. I gave up my checkout system several years ago and now function on trust, I have not regretted it.

There must be choice. And not just choice in what they read, but also choice in where they read and how they read. Audio books have made the biggest difference from some of our most adamant non-readers; they finally have a chance of having rich book conversations like their peers. Allowing students to lie on the floor or get comfortable while reading has helped as well. How many of us choose to read behind a desk when we are at home.

There should be picture books. Picture books are one of the biggest gateways to sustained reading progress in our classroom. Every child can read a picture book, even the ones that say they hate reading.

There should be trust. No more reading logs for all kids to prove that they are reading. No more parent signatures that probably are not truthful anyway.

Reading should be its own reward. No more trinkets, toys, or stickers. N o more stars, points, or yo-yos. When a child finishes a book, hand them another book or even better; have them find one on their own.

There should be student talk. Students should have the opportunity to discuss the books they love so much, to hand favorites books to others, to explain why they abandoned a book, to discuss why they may not be reading.

There should be room for all readers. Our emphasis for celebration should be on all of our readers, not just the ones that read the most books or pages. We need to reclaim the term "slow reader" and help students realize that being slow also means that you are careful and that is thing to be proud of.

There should be uninterrupted time to read. Not continual interruptions by the teacher to ask questions or teach another lesson, not a continued quest to get as many post-it notes in our pages read. Let students read and then think. Let students read and then jot if they want. If they do not have anything to write, let them have a conversation instead.

There should be goal setting. True reflection where the students can see what they are strong in and how they need to grow. Where they have the time to ponder their own reading habits and figure out what else they need. And it does not have to be on paper or be silent; built in time to discuss with others should be a part of it as well, and that includes conferring with the teacher.

Creating a reading community; one that allows students to fall in love or stay in love with books should be a priority for us all. And it truly starts with us; we can give them the time, but we must give them so much more. What else do we need to do?
PS: To see our favorite books, and there are a lot, go here. PPS: I get to present at WSRA in a few weeks on creating passionate reading environments as well as a few other conferences. To see where I will be, please go here.

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We are a community of readers. It snuck up on us as it usually does. Last week, as my students sat with their chosen reading adventures and I tried to figure out who to confer with, I noticed the silence. That beautiful silence that comes from a large group of kids totally immersed in the task...

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In the age of the Common Core and its emphasis upon having students take on more challenging text, independent reading and student choice can easily take a back seat to the demands of increased rigor. However, in a balanced literacy program, they remain important.
Motivation and choice play key roles in reading. And, strong and capable readers are those who read widely and diversely in a wide variety of genres and text types.
In the quest to build capable readers, promoting independent, self-selected reading remains key. Creating ravenous, lifelong readers doesn't just happen, it takes a schoolwide culture to help reach that goal.
We want kids to read more. We want them to enjoy reading. We know that reading builds vocabulary, fluency, and background knowledge.
So let's do our part to promote and encourage independent reading across our schools. Listed below are 25 tips and ideas to help your school or district create a schoolwide reading culture that supports independent reading.

25 Great Ways Schools Can Promote Independent Reading

1. Set aside time for independent reading. Time for reading independently doesn't just happen. Plan for it by making it a priority in schedules across K-12 classrooms. You may need to get creative by stealing minutes here and there, but find at least 15 minutes a day (20 recommended) for self-selecting, independent reading.

2. Create Literacy-Rich Environments in every K-12 Classroom. A literacy-rich environment - full of print, word walls, books, and reading materials - not only supports the Common Core standards, but also provides a setting that encourages and supports speaking, listening, reading, and writing in a variety of authentic ways - through print & digital media. Make it a priority for every K-12 classroom to be an inviting, print-rich environment that supports independent reading and student learning.

3. Support High-Quality Classroom Libraries. Students need access to interesting books and materials - both in print and online. When students are provided with well-designed classroom libraries, they interact more with books, spend more time reading, exhibit more positive attitudes toward reading, and exhibit higher levels of reading achievement (NAEP, 2002). Additionally, research-based classroom libraries support balanced literacy instruction. Support teachers in building classroom libraries through budget dollars, grants, and book drives. ( Check out the classroom library resources in the Teacher Toolkit for many more ideas about creating classroom libraries.)

4. Encourage Read Alouds. In the Becoming a Nation of Readers report (1985), experts reported that "the single most important activity for building the knowledge required for eventual success in reading is reading aloud to children." Not only did the experts suggest reading aloud in the home, but they also suggested reading aloud in schools. Read alouds not only allow teachers to model that reading is a great way to spend time, but also exposes students to more complex vocabulary than they typically hear or read.

And, that doesn't exclude reading to older students, too. Occasionally reading more difficult text aloud provides opportunity for rich discussion and vocabulary development. And, reading young adult selections such as The Fault in Our Stars by John Green provide the background and context for meaningful discussions about current topics, too.

5. Create a "Caught Reading" Campaign that features Teachers as Readers. Creating a schoolwide reading culture is important to promote reading as a lifestyle. Students need to see their teachers as readers. Create posters of teachers and staff reading their favorite books and display them in hallways throughout the schools. You can also produce bookmarks that feature teacher's favorite book picks to help guide students as they select books for independent reading.

6. Invite Guest Readers into Classrooms. What better way to promote reading than by having guest readers read aloud to students. Invite parents and community members to select a book or article to read aloud and discuss with students. You can even make it fun by announcing them as "mystery readers" and providing clues during the week to create anticipation for the guest reader.

7. Encourage Students to Read Widely. Sometimes students get in a rut and don't read beyond their favorite genre or author. Encourage students to read outside of their preferred genres. To build a wide vocabulary and broad background knowledge, students need to read in a wide variety of genres and text types. Through book talks, read alouds, and book displays, open students' eyes to new authors, genres, and text types.

8. Create a Twitter Hashtag for Sharing Books. Move beyond traditional books reviews by creating a schoolwide Twitter #hashtag such as #GESTitleTalk or #PS41FavBooks where students and teachers write super short reviews and highlights of recently read books. In addition, the librarian can create interest in books by posting new titles on the school hashtag. Teachers can create a classroom hashtag, too, such as #4thReads. (If you're unfamiliar with Twitter, the Twitter Cheat Sheet for Educators will get you up to speed. And, 101+ Twitter Hashtag Groups for Educators cheat sheet lists Twitter chats for educators.)

9. Host Book Clubs for Students and Parents. A community of readers sometimes happens naturally; however, book clubs are a perfect way to foster connectivity around books and reading. Students can even host their own book clubs within a classroom, grade level, or school.

Reading is important for parents, too. Host a book club at school or online to help create an adult community of readers and build strong parental support for reading. "Books and Bagels" can be a perfect duo for an early morning book club.

10. Financially Support School Libraries. In an era of tightening budgets, the school library/media center needs to continue receiving financial support. While classroom libraries are vitally important to a balanced literacy program, media centers are as well. Each serves a distinctly different purpose in supporting readers. And, media centers should be staffed by licensed librarians who are experts in both children's literature and how to build and maintain a high-quality collection that supports independent reading, research, and instruction.

11. Collaborate with the Local Library. Work with the local library to learn about and support their programs, services, and resources for students. Invite them into your school so students can easily obtain a library card and learn about how the public library can support their reading and research needs.

12. Provide Opportunities for Summer Reading. The summer reading slide is real. Schools can play an important role in providing opportunities so that students read over the summer. Ranging from giving away books to providing summer library hours, there are many ways that schools can support independent reading during the summer months. Check out "11 Simple Ways Schools Can Support Summer Reading" for additional ideas.

13. Support Author Visits. Students need to learn about how writers get their ideas and turn those ideas into books. Author visits help make those connections visible for students. If your budget is tight, work with a local library or another school district to help financially sponsor an author visit.

14. Sponsor a Young Author Conference. Along with author visits, a "young author" conference provides a venue for readers to showcase their writing. Some schools invite an author and illustrator while showcasing student books. It's a perfect opportunity to connect reading, writing, and illustrating. And, parents and community members can share in the celebration of literacy.

15. Read what Students are Reading. Creating a culture of reading includes teachers, too. Students need to read, and so do you. As classroom teachers and librarians, it's important to help students find books that grab their attention and interest them. One of the best ways to accomplish this is to keep your book knowledge current.

It's not easy keeping current with new books in children's and young adult literature; however, there are many excellent book lists, reviews, websites, and blogs to steer you in the right direction. In a previous post, I compiled several of my favorite go-to sources. As you explore book lists, websites, blogs, and twitter feeds, I'm certain you'll find several that will become your favorites! And, students will benefit from your first-hand knowledge of books.

16. Host a Read-In. A books, pizza, and p.j.'s party can be lots of fun! Be inventive. Invite parents, community members, and sports figures to be mystery readers read each hour. Wrap up new books and unveil them during the read-in. Invite a local author. A fun way to liven up reading.

17. Solicit Donations from Local Book Stores. In a day of tightening budgets, building classroom libraries can be a financial strain on schools and individual teachers. Local bookstores such as Half-Price Books often willingly donate books to schools. It can be a cost-effective way to build classroom collections of books to support stude nts.

18. Share Books through BookTalks. Readers need to share books with one another. Book Talks are a perfect way teachers and students to share books with one another. For lots of ideas, check out my tips for book talks.

19. Create a Readbox to Promote Schoolwide Reading. A new display can do wonders to highlight favorite books, new releases, and best-loved authors. The "readbox" is, of course, a play off of "redbox". It's a creative way to display books, create interest, and support reading choice. For more ideas, see this recent post featuring the readbox.

20. Host Reading-Related Events at School. Many schools host Scholastic Book events as a way to promote reading and to bring affordable books into the hands of readers. How about coupling the book event with a school play since many parents will be visiting your school?

Or, host a "Book Blast and Bar-B-Que" as Regional School District No. 6 in Connecticut recently did. According to Language Arts Coordinator Tracy Keilty @TraKeilty, the "Book Blast & Bar-B-Que" event recognizes K-8 students for the volume of reading completed over the summer as part of the Connecticut Governor's Reading Challenge. Superintendent Ed Drapp @edrapp joins in on the fun (see image) as parents, students, and community members eat, dance, and celebrate reading! The name alone makes me want to join the reading celebration.

21. Create Video Book Commercials. Creating videos is easier than ever and people love to do it. Have students, teachers, staff, and community members create book commercials promoting a favorite book or author. Display them on your school website or on a dedicated page for the library. If you have morning announcements through a production system, you could feature live book commercials or show recent entries.

22. Create Attractive Displays of Books. Feature attractive book displays throughout your school. Create book displays in likely and unlikely places such as the front office, principal's office, in classrooms, labs, display cases, and the school library.

23. Encourage Students & Teachers to Write Book Reviews. Readers need to share books with each other in the form of book reviews. Experiment with the form. For example, short book reviews or snippets can be featured on a series of bookmarks. Longer book reviews can be displayed in the school library or classroom library or hosted online.

24. Partner with Parents. Schools can do their part to support and encourage reading; however, parents play a key role as well. Support parents by informing them of school library hours and resources available at the school and public library.

25. Host a Mystery Check-Out Day. Create a little mystery around books. Wrap selected books in brown paper and encourage students to check out a mystery book. After they check the book, they can unwrap it to reveal their selection. Mystery selections can encourage students - in a fun way - to venture further and try a new genre, author, or series.

We all want students to become ravenous readers who create lifelong reading habits and achieve at higher levels.

Literacy leaders in schools must do their part in creating a literacy-rich culture and environment that supports independent reading and student choice.

These tips, ideas, and strategies will get you started. They're simple, achievable, and will help create lifelong readers in your schools.

Our new book, Blended Vocabulary, helps teachers and administrators create a culture around word learning. We unpack the what's, why's, and how's of effective vocabulary instruction - along with devoting an entire chapter to digital tools as an integral part of an effective vocabulary framework.

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25 Great Ways Schools Can Support Reading l Dr. Kimberly's Literacy Blog

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In the age of the Common Core and its emphasis upon having students take on more challenging text, independent reading and student choice can easily take a back seat to the demands of increased rigor. However, in a balanced literacy program, they remain important. Motivation and choice play key roles in reading.

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Every Child, Every DayRichard L. Allington and Rachael E. Gabriel

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Every Child, Every DayRichard L. Allington and Rachael E. Gabriel

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The six elements of effective reading instruction don't require much time or money—just educators' decision to put them in place.

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The Reading Rules We Would Never Follow as Adult Readers

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The Reading Rules We Would Never Follow as Adult Readers

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Choice.

The number one thing all the students I have polled through the years want the most when it comes to reading. No matter how I phrase the question, this answer in all of its versions is always at the top. Sometimes pleading, sometimes demanding, sometimes just stated as a matter of fact; please let us choose the books we want to read.

Yet, how often is this a reality for the students we teach? How often, in our eagerness to be great teachers, do we remove or disallow the very things students yearn for to have meaningful literacy experiences? How many of the things we do to students would we never put up with ourselves? In our quest to create lifelong readers, we seem to be missing some very basic truths about what makes a reader. So what are the rules we would probably not always follow ourselves?

Removing choice. I have to start with the most obvious; removing choice in reading (and even in writing). We know that choice matters, we know as adult readers we revel in the sheer experience of being able to choose what we want to read. We take it for granted and will even rebel in small ways when someone says we have to read something. Choice is the cornerstone of our own literacy life, yet it is one of the first things we tend to remove for children, especially fragile or developing readers. And I get it, we think we know better when students repeatedly choose wrong, yet, it is in the selection process that students can uncover who they are as readers, if we give them time to discuss, reflect, and yes, even try the things they choose that may not be a great fit.

Forced reflection. We seem to be reflecting kids to death with our requirements to write a little bit about every book they read. Or having them keep a reading journal or having them write about the signposts or whatever else they are finding when they independently read. It is not that we shouldn't have students reflect when they read, it is that we make these one-size-fits-all requirements where students cannot discover how they would like to digest their reading. How often do we as adults write a paragraph every time we finish a book? Or summarize it? Or make a diorama, (which yes, I made my students do)? While I know adults that would love to do all of those things, I also know many that would not. In fact, many adult readers I know would slow down their reading or hide their reading if they had to do all of that "work." When I teach the signposts (from the excellent book Notice and Note Notice and Note) I tell my students that they are not expected to find them when they are reading at home, but that they are meant to be able to find them when asked. There is a big difference in the way they feel about the task because it is not something they have to do all of the time.

Forced tracking. Oh reading logs, I am looking at you here. Yes, as an adult I track my reading on my Goodreads account. I even write reviews sometimes. But I don't track my pages (unless I have a bigger purpose in mind and then it is for short amount of time), or time how long I read for, or even have my husband sign for me. I make time to read because I love reading. And while we can say that reading logs foster more reading because it is a check up system, it also kills reading for many. If you want to see if the kids are reading, have them read in class and pay attention to what they are reading. Allow students to track in a way that is meaningful to them; Goodreads, notebook page, poster, pictures of books on their phone, or even through conversations. There is no one system that fits all and if a system we have in place is even killing the love of reading for one child, then we need to rethink it.

Points and competition. Yes, AR, you have it coming. Plus all of the other initiatives that we put in place to urge students to read. And I get it; we desperately want students to become readers and to keep reading, yet this short-term solution can actually have a long-term consequence; kids who do not read for reading's sake but for the prizes or honors attached to it. We know what the research says regarding motivation and reading and how it can actually have adverse effects, and yet, we continue to concoct programs to try to get them reading. How many adults though would read more because we then could take a computerized test that would give us points? How many adults would be okay with their reading lives on display for the world to see? Some would, while others would hate for the world to know something that they see as a personal discovery. Why do we assume that what might work for one child will work for all?

Limited abandonment. As an adult reader I practice wild book abandonment, passing books on when I know they are not right for me, yet as teachers, we often have rules for when students are allowed to abandon a book. I used to subscribe to the 50 page rule myself. Why? If a child wants to abandon a book, they are on their way to knowing themselves better as a reader. This is something to celebrate, not something to limit. If a child is a serial book abandoner, and yes, I have a few of those, then we should be asking them why, rather than just stopping them. What did they not like about this book? What do they need to look for instead? Help them explore their reading identity so that they can develop it rather than have them mimic yours.

Inane bookshopping rules. My students used to be allowed to bookshop on Fridays. That was it. Yet, as an adult reader I bookshop all of the time. I am constantly on the prowl for the next great read and my to-be-read list is ever expanding. I get that book shopping or browsing sometimes becomes an escape for a child when they do not want to read, but then we work with that one child, rather than impose limits for all. My students know that book shopping can happen anytime during our independent reading time, or even if they have completed other tasks. I would rather want children that want to look at books, than those who abhor it.

When my students started telling me their reading truths, I drove home in shame; how many of the very things they told me had killed their love of reading where things that I had done myself as a teacher? How many of the things was I still doing? Yet, within the words of my students, I found the biggest truth of all; different children need different reading experiences and so that means now is I try to create a passionate reading environment, where there is room and scaffold for all of my readers. Not just those that can work in one system concocted by me. I know that sometimes large things are out of our control, yet, there are so many small things that are. Think of what made you a reader or what stopped you from becoming one and then use that reflection to shape the way reading is taught and practiced in your own learning environment. Being a teacher means that we learn from our mistakes, I have made many, and it means that we continue to strive for better. We cannot do that if we don't listen to the students. And you know what; don't take my word for it; ask your own students. Then listen. Then do something about it.

PS: Today I pondered out loud on Twitter how many educators tell students to read at home or over the summer and never read themselves. Being a reading role model should be a requirement for all teachers of reading, it makes a huge difference.
If you are wondering why there seems to be a common thread to so many of my posts as of late, it is because I am working on two separate literacy books. While the task is daunting and intimidating, it is incredible to once again get to share the phenomenal words of my students as they push me to be a better teacher. The first book tentatively titled The Global Literacy Classroom is scheduled for release November, 2016 by Solution Tree. The second, which I am still writing, is tentatively Passionate Readers and will be published in the summer of 2017 by Routledge. So until then if you like what you read here, consider reading my book Passionate Learners - How to Engage and Empower Your Students. Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

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The Reading Rules We Would Never Follow as Adult Readers

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Choice. The number one thing all the students I have polled through the years want the most when it comes to reading. No matter how I phrase the question, this answer in all of its versions is always at the top. Sometimes pleading, sometimes demanding, sometimes just stated as a matter of fact; please let...

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Think about the last thing you chose to read: a magazine article, a Facebook post, a book, a tweet. What motivated you to read it? Was it a recommendation, or did you stumble across it? What did you do afterward? I'm guessing you didn't answer even one multiple choice question about the content.

I almost never finish reading an article I've discovered online or read in a magazine and immediately think, "Gosh, this would make a great diorama!" or "Does anyone have a hanger? I need to make a mobile so I can really show you all what this article meant to me!" It's rare that I seek out a multiple choice question or two so that I can feel qualified and ready to discuss what I have read with colleagues or my family.

Adults talk about what they read. They share. They compare. They make connections to other texts on similar topics or similar historical events. They share on social media and e-mail article links to each other. Our students, however, often live in a world of worksheets and packets. No wonder reading has become a task many dread-worksheets do not often inspire.

Let's put a little more real world into our classrooms, across the school day. Stop talking to students about passing standardized tests and start asking them to do some authentic reading. Stop talking about how reading practice will help them get a high score on the ACT, and start talking about how reading is necessary for informed adult life. When adults become ill, they read as many things as they can about symptoms and treatment options from as many different sources as possible. They don't prepare for a quiz in their doctor's office.

We need to make student reading across the school day feel as authentic, purposeful, and engaging as adult reading.

We've all been in this classroom: "OK, kids, I'm handing out this article. You need to read it and answer the questions in the yellow packet. It's important, so read it carefully-some of these questions are related to our Standards. I'm sorry, I know it is more than one full page, and it's going to be tough reading. I think most of you will be able to complete it before the bell. If not, it is homework. Your quiz is tomorrow." Hint: If you feel the need to apologize for assigning a reading task, something is wrong.

Seek authenticity. Don't turn a strategy into a worksheet or bog down a reading task with an acronym that makes the learning less engaging rather than more. Don't ask students to read articles from their copy of a newspaper with the only goal being to "find the 5 Ws" in the articles you have chosen for them. Instead, ask students to pick up their device and find an article on a particular current event and read it with the goal of being able to tell someone else about it. Have a discussion about what happened and how it was covered in the website they found. Ask them to seek out another website with a different perspective. How do these writers convey their messages?

Stop connecting reading to packets and worksheets. Asking students to fill in blank after blank is encouraging shallow reading, without engagement or passion. It's exhausting and tedious and easily forgotten. It's also pretty darn easy to copy from someone else during study hall.

Think of packets as the student equivalent of insurance policies and privacy notices. It's certainly important reading to the person asking you to read it, and it may be important to you someday, but it's darn boring to read and easily forgotten.
Julie Scullen is a former member of the ILA Board of Directors and also served as president of the Minnesota Reading Association and Minnesota Secondary Reading Interest Council. She taught most of her career in secondary reading intervention classrooms and now serves as Teaching and Learning Specialist for Secondary Reading in Anoka-Hennepin schools in Minnesota, working with teachers of all content areas to foster literacy achievement. She teaches graduate courses at Hamline University in St. Paul in literacy leadership and coaching, disciplinary literacy, critical literacy, and reading assessment and evaluation.

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Think about the last thing you chose to read: a magazine article, a Facebook post, a book, a tweet. What motivated you to read it? Was it a recommendation, or did you stumble across it? What did you do afterward? I'm guessing you didn't answer even one multiple choice question about the content.

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Fitness headlines promise staggering physical results: a firmer butt, ripped abs, bulging biceps. Nutritional breakthroughs are similar clickbait, with attention-grabbing, if often inauthentic-what, really, is a "superfood?"-means of achieving better health. Strangely, one topic usually escaping discussion has been shown, time and again, to make us healthier, smarter, and more empathic animals: reading.

Reading, of course, requires patience, diligence, and determination. Scanning headlines and retweeting quips is not going to make much cognitive difference. If anything, such sweet nothings are dangerous, the literary equivalent of sugar addiction. Information gathering in under 140 characters is lazy. The benefits of contemplation through narrative offer another story.

The benefits are plenty, which is especially important in a distracted, smartphone age in which one-quarter of American children don't learn to read. This not only endangers them socially and intellectually, but cognitively handicaps them for life. One 2009 study of 72 children ages eight to ten discovered that reading creates new white matter in the brain, which improves system-wide communication.

White matter carries information between regions of grey matter, where any information is processed. Not only does reading increase white matter, it helps information be processed more efficiently.

Reading in one language has enormous benefits. Add a foreign language and not only do communication skills improve-you can talk to more people in wider circles-but the regions of your brain involved in spatial navigation and learning new information increase in size. Learning a new language also improves your overall memory.

In one of the most fascinating aspects of neuroscience, language affects regions of your brain involving actions you're reading about. For example, when you read "soap" and "lavender," the parts of your brain implicated in scent are activated. Those regions remain silent when you read "chair." What if I wrote "leather chair?" Your sensory cortex just fired.

Continuing from the opening paragraph, let's discuss squats in your quest for a firmer butt. Picture the biomechanics required for a squat. Your motor cortex has been activated. Athletes have long envisioned their movements-Serena Williams's serve; Conor McGregor's kicks; Usain Bolt's bursts of speed-to achieve better proficiency while actually moving. That's because their brains are practicing. That is, they're practicing through visualization techniques.

Hard glutes are one thing. Novel reading is a great way to practice being human. Rather than sprints and punches, how about something more primitive and necessary in a society, like empathy? As you dive deeper into Rabbit Angstrom's follies or Jason Taylor coming of age, you not only feel their pain and joy. You actually experience it.

In one respect novels go beyond simulating reality to give readers an experience unavailable off the page: the opportunity to enter fully into other people's thoughts and feelings.

This has profound implications for how we interact with others. When encountering a 13-year-old boy misbehaving, you most likely won't think, "Well, David Mitchell wrote about such a situation, and so I should behave like this," but you might have integrated some of the lessons about young boys figuring life out and display a more nuanced understanding in how you react.

Perhaps you'll even reconsider trolling someone online regarding their political opinion, remembering that no matter how crass and inhumane a sentiment appears on screen, an actual human is sitting behind the keyboard pecking out their thoughts. I'm not arguing against engaging, but for the love of anything closely resembling humanity, argue intelligently.

Because reading does in fact make us more intelligent. Research shows that reading not only helps with fluid intelligence, but with reading comprehension and emotional intelligence as well. You make smarter decisions about yourself and those around you.

All of these benefits require actually reading, which leads to the formation of a philosophy rather than the regurgitation of an agenda, so prevalent in reposts and online trolling. Recognizing the intentions of another human also plays a role in constructing an ideology. Novels are especially well-suited for this task. A 2011 study published in the Annual Review of Psychology found overlap in brain regions used to comprehend stories and networks dedicated to interactions with others.

Novels consume time and attention. While the benefits are worthwhile, even shorter bursts of prose exhibit profound neurological effects. Poetry elicits strong emotional responses in readers and, as one study shows, listeners. Heart rates, facial expressions, and "movement of their skin and arm hairs" were measured while participants listened to poetry. Forty percent ended up displaying visible goose bumps, as they would while listening to music or watching movies. As for their craniums:

Their neurological responses, however, seemed to be unique to poetry: Scans taken during the study showed that listening to the poems activated parts of participants' brains that, as other studies have shown, are not activated when listening to music or watching films.

These responses mostly occurred near the conclusion of a stanza and especially near the end of the poem. This fits in well with our inherent need for narrative: in the absence of a conclusion our brain automatically creates one, which, of course, leads to plenty of heartbreak and suffering when our speculations prove to be false. Instead we should turn to more poetry:

There is something fundamental to the poetic form that implies, creates, and instills pleasure.

Whether an Amiri Baraka verse or a Margaret Atwood trilogy, attention matters. Research at Stanford showed a neurological difference between reading for pleasure and focused reading, as if for a test. Blood flows to different neural areas depending on how reading is conducted. The researchers hope this might offer clues for advancing cognitive training methods.

I have vivid memories of my relationship with reading: trying to write my first book ( Scary Monster Stories) at age five; creating a mock newspaper after the Bernard Goetz subway shooting when I was nine, my mother scolding me for "thinking about such things"; sitting in the basement of my home in the Jersey suburbs one weekend morning, determined to read the entirety of Charlie and the Chocolate Factory, which I did.

Reading is like any skill. You have to practice it, regularly and constantly. While I never finished (or really much started) Scary Monster Stories, I have written nine books and read thousands more along the way. Though it's hard to tell if reading has made me smarter or a better person, I like to imagine that it has.

What I do know is that life would seem a bit less meaningful if we didn't share stories with one another. While many mediums for transmitting narratives across space and time exist, I've found none as pleasurable as cracking open a new book and getting lost in a story. Something profound is always discovered along the way.

--

Derek is the author of Whole Motion: Training Your Brain and Body For Optimal Health. Based in Los Angeles he is working on a new book about spiritual consumerism. Stay in touch on Facebook and Twitter.

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How reading rewires your brain for higher intelligence and empathy

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Fitness headlines promise staggering physical results: a firmer butt, ripped abs, bulging biceps. Nutritional breakthroughs are similar clickbait, with attention-grabbing, if often inauthentic-what, really, is a "superfood?"-means of achieving better health. Strangely, one topic usually escaping discussion has been shown, time and again, to make us healthier, smarter, and more empathic animals: reading.

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A child enters the library, looking for something to read. She wanders the aisles, glancing at book spines, running her finger along the shelf, and lingering at a display of new titles. "Can I help you?" asks the librarian, following with more questions about her tastes: What was the last book you read? What was your favorite part? What TV shows or movies do you enjoy?

The librarian is engaging in readers' advisory-matching readers to books. Effective readers' advisers understand that their success depends on familiarity with a range of books, as well as with their patrons. The librarian may spend several minutes talking with a child, observing body language for clues, and walking together through the stacks while offering suggestions. Professionals know that readers' advisory doesn't end when a patron walks out with books in hand. The next time this librarian sees the child, she'll inquire about the selections, which titles the student enjoyed (or didn't), further refining understanding of the reader.

That process is often different from the hunt for "just right" books in classrooms and collections in which books are organized by reading level. Rather than having a conversation about interests, children in leveled classrooms and school libraries are often directed to color-coded bins or shelves labeled by level. "Your books have a green sticker on the cover," a student may be told.

In classrooms across the country, reading instruction, assessment, and labeling of material have impacted how people search for and engage with books, sometimes resulting in restricted reading choices-even for independent reading. That, as Betty Carter, professor emerita of children's and young adult literature at Texas Woman's University, noted in a July 2000 SLJ article, is a "formula for failure."

What's wrong with "just right" books?

The move toward leveled or "just right" books stems from research showing that children's reading comprehension improves when they read texts at-or slightly above-their reading level. What that level is, how it's determined, and how reading instruction is implemented varies from school to school, district to district, and state to state. Two of the most common methods for leveling books are Lexile and the "A to Z" gradient found in Fountas and Pinnell's Guided Reading system.

"Research says that students should spend most of their time in 'just right' or 'at their level' books, but that research does not say to limit students and what they would like to read," says Pernille Ripp, creator of the Global Read Aloud and author of Passionate Learners: How to Engage and Empower Your Students (Routledge, 2015).

Most educators and researchers agree that student choice is a huge part of reading motivation. Does restricting kids to a prescribed level do more harm than good? Yes, according to Ripp. "Those levels, to quote Fountas and Pinnell, are 'a teacher's tool, not a child's label.' But that's exactly what levels have become-labels that restrict our readers and tell them that their reading identity needs to be based on an outside influence-the teacher-and not their own intuition," she says.

Donalyn Miller, author of Reading in the Wild: The Book Whisperer's Keys to Cultivating Lifelong Reading Habits (Jossey-Bass, 2013), has called leveling "educational malpractice." Schools have gone too far, she believes. "There is a lack of fundamental understanding by many educators about the limitations of leveling systems and their role in children's reading development," she says. "Matching children with books solely by reading level removes the teacher's responsibility for knowing much about children's literature or teaching children meaningful strategies for self-selecting books beyond level."

Helping youth develop the skills needed to find interesting, appropriate reading material, without leveling, was the focus of Linda Wedwick Haling's doctoral research and led her and coauthor Jessica Ann Wutz to write Bookmatch: How to Scaffold Student Book Selection for Independent Reading (IRA, 2008). Now an assistant professor at the Center for Reading and Literacy at the College of Education at Illinois State University, Haling believes that "the readability formulas have some usefulness. But ultimately, they never account for...what the reader brings to the experience. A reader's 'match' to a book is going to change with what prior knowledge the individual brings to that specific topic. What's most important is teaching kids how to match themselves to 'just right' books. In the real world, books are not leveled."

Bookmatch focuses on teaching children nine key criteria-collectively forming the acronym BOOKMATCH-to consider when selecting a title for independent reading: book length, ordinary language, organization, knowledge prior to book, manageable text, appeal to genre, topic appropriateness, connection, and high interest. It's a process that involves asking questions, interacting with the text, considering personal preferences, and allowing room for trial and error as kids strengthen their skills.

Carter agrees that more attention is needed on teaching children how to find books rather than relying on prescriptive reading systems. "If we are trying to help kids become independent learners, then they need to develop skills for finding their own books," she says.

Leveling the books, or the child?

In a 2012 article for Reading.org, "Guided Reading: the Romance and the Reality", Fountas and Pinnell cautioned that they "never recommended that the school library or classroom libraries be leveled or that levels be reported to parents." Using leveled texts in classrooms following the "A to Z" matrix, Lexile, or other systems, however, seems to contradict this advice, as educators report that more schools are leveling, with some districts mandating it. Teachers often discuss individual reading levels with their students, and some let students know one another's levels.

Miller says that this can be very damaging. "While children are learning the skills of reading, they must also develop a positive reading identity or they will not become lifelong readers," she says. "Removing, defining, limiting, or rejecting children's reading choices disempowers them and creates negative attitudes toward reading-and most likely, school."

Ripp agrees. "I think a few kids will be empowered by it, mostly if they are above grade level," she says. However, those with lower levels "would not be motivated," feeling so behind that they might never catch up.

Fountas and Pinnell advise against making reading levels known to individual students: "We level books, not children." Still, many lament leveling's overuse, to the detriment of literacy and considering the whole child. "Painting kids into a level can...break their desire to read," says Eric Neuman, a school librarian in New York City. "I have witnessed kids with low reading levels working their way through difficult texts because of how interested they are in the subject matter. I've also witnessed proficient readers mess up on passages that they're not interested in."

Supporters, however, view leveling as a motivator. It provides clear goals for improvement that can offer encouragement and structure. "[L]evels were instrumental in helping my eight-year-old overcome her reading struggles," says Jacqueline Miller of Darien, CT. "She could not read the [higher level] books that her friends were reading, and that was far more shame-inducing than knowing what level books were her 'just right' books," Miller says. "The leveled books didn't matter as much for my non-struggling reader. And they both read a huge variety of non-leveled books outside of school."

At the school library

Many school librarians have leveled collections to support curriculum and in response to mandates from district literacy specialists. Michael Bento, a school librarian in Burien, WA, labeled his books according to Fountas and Pinnell's "A to Z" gradient. It's a slow, time-consuming process, Bento notes, but he is pleased with the results. "Students and teachers now refer to this leveling system when looking for appropriate [material]," he says. "It makes it easier for us to help them if we are on board as well."

Neuman says that several years ago, he felt pressure from teachers to level the school library. He resisted and presented a compromise solution. Neuman installed Level It Books, an app for iOS that allows users to scan an ISBN and look up Lexile numbers for most texts. "If a student absolutely had to read something on their specific level, I could make that happen," he says. The New York City Department of Education also provides Follett's Destiny to school libraries to manage circulation, and Destiny includes reading levels for most titles, he adds. "So when kids check books in and out, I can see a level."

The American Association of School Librarians (AASL), a division of the American Library Association (ALA), strongly discourages school librarians from labeling, according to the ALA Position Statement on Labeling Books with Reading Levels. "It is the responsibility of school librarians to promote free access for students and not to aid in restricting their library materials," reads the statement. It also notes that labeling by level can compromise student privacy and First Amendment rights as well as negatively affect browsing and motivational reading.

An ALA document clarifying the Library Bill of Rights states "While some parents and teachers may find housing books by grade or reading levels helpful in guiding developing young readers, a library should not use such labels as a classification system, or to promote any restrictive or prejudicial practice."

Public librarians have also reported requests from parents and teachers to adapt their collections to match classroom reading systems. Amy Martin, a children's librarian at Oakland (CA) Public Library, notes a scenario in which "a teacher brings [in] a class of 25 students, tells me a number or letter range for each one, and asks me to help each find one book at their level...in the space of a 30-minute class visit," she says. "This would not be difficult in a leveled collection....But in a public library, where books are categorized by type (picture book, easy reader, etc.), it's extremely difficult."

What's a librarian to do?

Martin focuses on creating a teachable moment-even for teachers-and doing her best to have her patrons leave satisfied. "When a parent or teacher asks me for books at a certain level, I start by explaining a little about how the public library organizes books and say something along the lines of 'Your school library may organize books by reading level; at this library, we organize them by book type,' and then give them a quick tour of the collection," she says. "I ask what kind of books they like, what other books they've read lately, and show them a couple samples and ask if they look too hard/too easy/just right. I get them to focus on one or two books, and then say, 'OK, let's see what level those are.' "

For school librarians in districts where leveling is the norm, supporting school practices and empowering student choice can be tricky. "The librarian ends up in a hard situation because they see kids who want to check out books that are above or below their perceived level," says Ripp. "Are they then supposed to go behind the teacher's back in allowing the students to check that book out?"

Haling says that it comes down to investing time in helping kids develop skills to select books independently. "We should trust kids when it comes to selecting their own books," she says. "They do have opinions and preferences, even if they're in first grade. They are capable of learning to match themselves to 'just right' books-without the teacher directing them to a labeled bin."

The key is more choice, not less, Carter believes. "Let them take out a lot of books so that somewhere in that pile they find something that satisfies them," she says. "But we have to keep that process going....When they come into the library the next time, talk about their choices: what worked; what didn't. They have to learn their own processes for selecting books, and if we keep narrowing the choices by artificial constraints, we aren't giving them that chance."

Pat Scales, past president of the Association for Library Service to Children (ALSC) and author of SLJ's "Scales on Censorship" column, denounced labeling library books by reading level in a March 2015 interview on the ALSC Blog. She advises public librarians to communicate with their school counterparts about reading lists, selection, and student privacy issues.

It's essential, Ripp adds, that librarians and educators step up as advocates for the freedom to read-even if that choice extends below or above a student's reading level. "If a child wants to check out a book, let them....Students are telling us in droves they don't like to read anymore because of these rules. So as school communities, we need to start listening to the students and let them read the books they want to read."

Kiera Parrott is the reviews director for School Library Journal and Library Journal and a former children's librarian. Her favorite books are ones that make her cry-or snort-on public transportation.

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Thinking Outside the Bin: Why labeling books by reading level disempowers young readers

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A child enters the library, looking for something to read. She wanders the aisles, glancing at book spines, running her finger along the shelf, and lingering at a display of new titles. "Can I help you?" asks the librarian, following with more questions about her tastes: What was the last book you read?

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Not just for your struggling readers.

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Ask educators their opinions on graphic novels in the classroom and you'll get a range of responses. "They're so engaging! They fit with our visual society!" "Not my favorite but...they get my kids to read." "That junk isn't real reading!" They've stirred up their share of controversy as they've taken a firm foothold in the educational mainstream and earned numerous entries on banned books lists.

If the ransacked state of the graphic novel sections in libraries is any indication, this medium isn't going anywhere. We've cut through the hype and compiled a list of ways graphic novels can help your students:

In addition to enticing reluctant readers, graphic novels are particularly supportive for kids with specific reading challenges. The Yale Center for Dyslexia and Creativity calls graphic novels "grand equalizers," noting that struggling and strong readers alike can enjoy and discuss them on a level playing field. For dyslexic students, the illustrations provide context clues and the manageable format and length make it possible to feel accomplishment.

Graphic novels also support ELL readers. They (literally) illustrate figures of speech and cultural norms. They make vocabulary and content more accessible. There are even a growing number of popular titles that address themes particularly relevant to ELLs. Almost-wordless The Arrival by Shaun Tan makes the complex topic of immigration accessible to a wide range of language levels. Also check out Pashmina by Nidhi Chanani for upper elementary and middle school and The Best We Could Do: An Illustrated Memoir by Thi Bui and Diary of a Reluctant Dreamer: Undocumented Vignettes from a Pre-American Life by Alberto Ledesma for older readers.

They illustrate the reading and writing skills you need to teach.

You might have a dubious perception of Dav Pilkey and his counterparts, but if your early-elementary students need a crash course on effective use of basic punctuation, using a page from Captain Underpants by Dav Pilkey as a mentor text isn't a bad move. Ditto for using a page with speech bubbles from a text like Dragonbreath by Ursula Vernon to teach which words go inside quotation marks.

The succinct nature of comic book-style text and the visual support it provides are perfect for strategy modeling. They require readers to make inferences about each panel and to fill in information between panels. When you want to encourage precise written language, study how graphic novel authors pack meaning into very few words.

Graphic novels are also useful when teaching students to read with expression. Discuss how bold or differently sized text suggests emphasis, or how mood is evoked by the illustrations. Characters' faces alone provide a wealth of information about the author's intentions.

They provide an entry point for complex topics.

Graphic novels can serve as accessible bridges into challenging material. From "Fahrenheit 451" to "Anne of Green Gables," graphic novel adaptations of classic works are hitting the shelves in quick succession. They make texts that students might think of as outdated and boring more appealing. You can use popular graphic novels to initiate discussions of themes you plan to explore in traditional texts:

For instance, an easy read of a fresh-feeling All's Faire in Middle School by Victoria Jamieson can segue into discussion of a classic like S.E. Hinton's "The Outsiders." One teacher-researcher documented her success using graphic novels to introduce literary devices like "point of view, allusion, themes and morals, tone and mood, symbolism, and flashback and foreshadowing." Take that, Common Core text exemplars.

Incorporating graphic novels into content area studies can boost student engagement and understanding. Try supplementing textbook chapters with vignettes from Battle Lines: A Graphic History of the Civil War by Jonathan Fetter-Vorm. Offer graphic novel versions of traditional stories like Trickster: Native American Tales by Matt Dembicki, a Graphic Collection or The Olympians Series by George O'Connor to complement social studies units.

Love 'em or hate 'em, graphic novels are teaching tools for the 21 st century. How do you use graphic novels in the classroom?

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Graphic Novels Should Play a Bigger Part in Your Classroom. Here's Why.

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Ask educators their opinions on graphic novels in the classroom and you'll get a range of responses. "They're so engaging! They fit with our visual society!" "Not my favorite but...they get my kids to read." "That junk isn't real reading!"

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When students in grades 3-8 have reading skills that are below benchmark, they lose ground more rapidly. As they move up in school, reading becomes all about learning new information and content. Providing access to human-read audiobooks can support reading skill development. Audiobooks allow students to hear explicit sounds of letters and letter patterns that form words. Audiobooks also help students engage in text and gain exposure to more words, ultimately improving vocabulary, comprehension and critical thinking skills. Here are seven reasons why audiobooks are the perfect accommodation for struggling readers. Because listening to an audiobook accomplishes the following:

1. Increases word exposure and improves vocabulary.

When students are offered the opportunity to have audiobooks in the classroom, their world can finally open up. Having books read aloud helps these struggling readers move beyond the decoding and right into learning. The more words they learn and incorporate into their knowledge-base, the better able they will be to access grade-level materials.

2. Builds background knowledge.

Students in grades 3-8 come to the classroom with differing experiences for sure, but those who've also struggled with reading arrive even less prepared. Human-read audiobooks expose students to academic vocabulary and the language of books. This exposure helps build their background knowledge, an essential component to an evolving student. It also helps develop higher-order thinking skills. The ability to build background quickly through audiobooks cannot be underestimated. If students are left to read only materials at their reading level, they lose out. They lose opportunities to get access to content and information that represents their capabilities and intellect. This is not only frustrating and causes emotional stress, but also limits learning experiences.

3. Reduces working-memory deficit.

Students who struggle with decoding and the mechanics of reading spend so much time focusing on sounding out the words that it is difficult for them to retain the information they are reading. By eliminating the focus on decoding they are now able to retain, remember, and understand the content. When students begin reading with their ears, they start building their working memory. This helps them respond to questions about the text more readily. The more often this happens, the more confident a student gets around the one subject that has plagued them, reading. Building working memory helps make other reading tasks easier and improves reading ability.

4. Removes printed word decoding anxiety.

As soon as the pressure to read the written word is gone, students are open to learn and happy to find out they can. Audiobooks allow students to be immersed in the meaning of text. They also remove the lag time of decoding, which becomes increasingly important as texts become more rigorous. Anxiety plays a huge part in a struggling reader's entire school experience, so the introduction and regular use of audiobooks can actually help students enjoy school more.

5. Increases comprehension.

When students can hear the story or information as a whole, read by a human being, their comprehension increases. Reading books word-by-word doesn't help create a whole experience. Kids in grades 3-8 who can finally put all the pieces of information together at one sitting, begin to make meaning of text.

6. Develops grade-level appropriate content knowledge.

Giving students access to grade-level materials by providing an audiobook accommodation improves their self-esteem and increases their participation in class and peer discussions. They are now able to work alongside their peers and get hours of time back. Just because a student can't read the words in the same way as their peers, doesn't mean they aren't developmentally ready to learn this information. Listening to audiobooks brings the information to the student when they are ready for it, not when they can read it.

7. Gives students educational independence.

When students get access to the content and are able to work independently, it gives them the confidence to become successful learners and control their educational outcome. Students who are given the audiobook advantage as an accommodation also have more continuity of learning in the classroom. This means peer relationships can develop normally and students can feel more like insiders.

Learn more about using audiobooks in the classroom to improve reading scores.

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7 Ways Audiobooks Benefit Students Who Struggle with Reading - WeAreTeachers

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When students in grades 3-8 have reading skills that are below benchmark, they lose ground more rapidly. As they move up in school, reading becomes all about learning new information and content. Providing access to human-read audiobooks can support reading skill development. Audiobooks allow students to hear explicit sounds of letters and letter patterns that form words.

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I've had a couple of parents approach me recently with questions akin to: "How do I get my child to read something else besides graphic novel? I want him to read real chapter books." To which I say: "Why do you need to do this?" If your child is reading graphic novels, then he is reading. Graphic novels are real books. If your child is reading graphic novels avidly, then my suggestion is not to try to push him to chapter books. My suggestion is to find him more graphic novels.

Now, I will concede one issue that I've run into due to my daughter's devotion to graphic novels. There just aren't as many graphic novels as there are chapter books. This means that we can actually run out of books for her to read that are even remotely age appropriate (and believe me, I have stretched this upwards). She doesn't help matters by having only passing interest in fantasy - she wants thick, realistic graphic novels only. And she pretty much has all of the ones I can find that she can understand. She simply reads those over and over again. I'm fairly sure she must know Shannon Hale and LeUyen Pham's Real Friends by heart.

Because of this shortage I have tried introducing some notebook novels into the mix. These still have plenty of illustrations, but also have more text. My daughter is having none of it. This means that unless I can find new graphic novels that she likes, she ends up reading less. Which is certainly not the goal. But I personally think it would be worse to push her to read books that she's not interested in. So I don't.

Graphic novels, by their nature, provide more scaffolding to new readers. They can often figure out what's going on by looking at the pictures, even when the vocabulary might be above their heads. My daughter told me that she finds graphic novels easier to read because "you don't have to read all that 'he said' 'she said' stuff." To her, it's more intuitive to just SEE who is saying what.

Graphic novels are also generally fast reads - our eyes can scan pictures faster than we can read words. My daughter is currently whipping her way through the Amulet series (here we have branched out a bit from the realistic fiction, though she doesn't expect to have an interest in re-reading these). Because they can be thick, but still a fast read, graphic novels give new readers a sense of accomplishment.

And just like chapter books, graphic novels can cover serious issues. In Sunny Side Up, by Jenni Holm and Matt Holm, young Sunny's summer is overshadowed by her worries about her older brother, whose drug problem has led to erratic behavior. This is shown via flashbacks, and the graphic format allows the authors to imply the drug use without speaking of it directly. This means that it's not overwhelming for my daughter (I think it mostly went over her head), but it's there for older readers to process.

For more on benefits of graphic novels, see this digital document created by the Comic Book Legal Defense Club: Raising a Reader! How Comics & Graphic Novels Can Help Your Kids Love To Read!, a resource for parents & educators about the learning benefits of comics. This is a great resource for parents covering things that graphic novels offer kids, tips for parents for navigating graphic novels, ideas for creating reading dialogs with graphic novels, booklists, and more.

So why are some parents (and many librarians, for that matter), so determined to push kids out of graphic novels and into chapter books? Here are three possible reasons:

1. Parents don't like to see kids re-reading the same books over and over again when they could perhaps benefit from exposure to a broader array of titles.

2. Graphic novels are different from the books that we grew up with, and we aren't as comfortable reading them. I personally don't much like reading graphic novels. I prefer the linearity of straight-up text. I find it distracting to have to look at the whole picture in each panel, and figure out what comes first. This bias on my own part makes it more challenging for me to support my daughter's graphic novel passion. But I do it anyway.

3. The more academically-focused parents probably want their children reading more words, instead of looking at pictures, so that they are on a path to better test scores, etc.

To reason one I say: try to find more graphic novels, if you can. Perhaps look to graphic novelizations of traditional chapter books. Did you know that there's a graphic novel version of A Wrinkle In Time? Ask librarians for help. And then maybe very gently offer things that stretch the child's reading zone. There are some nonfiction graphic novel-style books coming out - maybe these will lead into actual nonfiction on the same topics. For my realistic graphic novel-obsessed daughter I'm quietly mixing in some fantasy. I don't push, but I grab things from the library and offer them. If they are rejected I can return them easily enough.

To reason two I say: try to get over your own feelings about graphic novels. Your child does not have to like the same books that you liked. I think it's ok to explain to your kids that you aren't as much of a fan as they are, as long as you respect their reasons for liking graphic novels. You can also learn more about graphic novels via resources like the CBLDF booklet linked above. Some extremely fine authors are producing simply fabulous books in this area. It's ok to take graphic novels seriously. They are much more than the old Archie comics from when we were kids.

To reason three I say this: our goal as parents should be to help our children learn to LOVE books. If we are successful at this, then they will read books. As they read more books, they will get better at reading, and they will want to read even more. We'll have a virtuous cycle in which their reading skill enhances their enjoyment, and vice versa. (See Jim Trelease's The Read Aloud Handbook for more about this).

I believe that if you have a child who loves books, she will eventually want to read MORE books, and she'll more than likely branch out from graphic novels. Maybe she'll move to notebook novels like Dork Diaries. Maybe she'll move to series books like the Rainbow Fairies. Maybe she'll go straight to the non-graphic version of A Wrinkle in Time, if she's old enough. Because that's what real readers do. As an adult, I like to read mysteries. If there's nothing new by any of my favorite mystery authors, perhaps I'll pick up some nonfiction, or science fiction, or re-read a classic. Readers find a way to read. Our goal should be to nurture readers.

Shawna Coppola writes about this topic in " But they only read graphic novels". She links to some background on "the myriad of benefits that reading comics and graphic novels offer readers of all ages" but concedes that there can be a valid interest in teaching kids to have a more balanced reading diet. She suggests that we mine this food analogy to encourage kids to read different things, with different benefits. She also suggests for teachers "Perhaps we ought to simply let our students read what they want to during independent reading time-including as many graphic novels as their charming little brains can handle, for Pete's sake-and be incredibly mindful about offering multiple opportunities for them to read and engage with other kinds of texts throughout the remainder of our time with them."

My personal belief is that this is what we should be doing at home - letting kids read what they want to read, to nurture their love of reading. What I also do is read aloud a more challenging work with my daughter, and talk her through the details, as a way to expose her to more complex plots and substantive vocabulary words. I feel like if she is listening to Harry Potter and the Goblet of Fire, she's more than welcome to read the Lunch Lady books 10 times over on her own.

I've never personally been a big reader of graphic novels. But I will defend to all comers my daughter's right to prefer them. First, because there are many benefits to graphic novels, and second because I truly believe that one of the most important things we can do to nurture young readers is to give them choice in their reading.

© 2017 by Jennifer Robinson of Jen Robinson's Book Page. All rights reserved. You can also follow me @JensBookPage or at my Growing Bookworms page on Facebook.

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I've had a couple of parents approach me recently with questions akin to: "How do I get my child to read something else besides graphic novel? I want him to read real chapter books." To which I say: "Why do you need to do this?"

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( iStock/xalanx)

Even though Laura Baumert's son Andrew can choose whatever book he likes for the 20-minutes daily sustained silent reading program at his middle school, he still finds reading a chore.

Over the years, the sixth grader from Washington, Michigan, has been on the receiving end of various incentives to gently nudge him into doing more reading: his elementary school used reading logs and rewards for time spent reading, and at home he is allowed to stay up 30 minutes past his bedtime if he reads an actual book. But so far nothing has done the trick, and Andrew rarely reads of his own volition.

Baumert doesn't really know why her second son doesn't like reading but keeps on trying anyway, finding places to fit it in between his other interests, which include typical middle school boy stuff: lacrosse, basketball, riding his bike, and playing video games. She takes him to the library often, and gathers good book recommendations from other parents, teachers and librarians, but stops short of forcing him to read a certain number of pages at home, thinking it will do more harm than good.

Schools have traditionally taught children how to read, and have always tried to encourage reading. But with an understanding that greater literacy is needed for the 21 Century workforce as well as higher benchmarks to meet, schools like Andrew's are coming up with programming that not only supports the nuts-and-bolts of learning how to read, but tries to hook kids as well: giving kids free time during the school day to read what they wish, holding all-family "literacy nights" to give away books, reading contests with prizes, and more.

Parents often want to do the same at home. Some may feel like Baumert, a veterinarian at an emergency clinic, who said that between work, kids and extra-curricular activities, she's often too tired to fight the reading battle. She knows that loving reading has a host of benefits for her son; she is just not sure where to draw the line.
READING ON A GLOBAL SCALE
Despite all the effort poured into enticing kids to read-the prizes, the posters, the contests-many U.S. students say they don't enjoy it. A survey conducted by Scholastic last year found that reading for pleasure drops off drastically for kids after age eight. Only 51 percent of kids surveyed said reading is something they like or love to do, a nine percent drop from when the survey was first conducted in 2010.

And by age 15, the U.S. doesn't even make the top 20 countries in the world who enjoy reading most. University of Virginia professor Michael McKenna, co-author of World Literacy: How Countries Rank and Why it Matters, compared PISA literacy achievement scores to the Enjoyment of Reading Index, in which 15-year-olds answer 11 questions about their reading enjoyment, and found two very different lists. Those who read the "best" - Shanghai-China, Korea, Finland, and Hong Kong - didn't necessarily like it the most. "You don't have to be a world-class reader to be a reader, you just need a modicum of skill and proficiency," said McKenna. Even though the U.S. ranked 17 on the PISA in reading achievement, when it came to reading enjoyment, it didn't even break the top twenty. Who loves to read most? Albania, Turkey, Shanghai-China, and Kazakhstan.*
STEPS TO DEVELOPING READERS
According to the Scholastic survey, three-quarters of parents reported wishing their kids read more for fun. But how exactly do parents do that?

Though there may not be a single secret, there are evidence-based things families can do to encourage kids to read outside of efforts made at school, said University of Virginia psychology professor Daniel Willingham, author of Raising Kids Who Read: What Parents and Teachers Can Do. And the first one is tweaking the reasons behind wanting kids to read in the first place.

Willingham wants parents to re-imagine the act of reading as having less to do with school and more with a life well-lived. Instead of telling kids that reading books will help them get good grades or find a good career, he said, make reading part of a larger family value: loving to learn.

"Reading is part of a broader context of values that parents communicate to children," Willingham said. "These are families who value learning new things. And not just in the context of school."

When learning about the world through books becomes a family value instead of a school responsibility, parents are no longer seen as enforcers: instead they're the enjoyers, Willingham suggests. Kids may then absorb the values message, 'reading is important to who we are; reading is what we do.'
READING AND DIGITAL DEVICES
Modeling good reading behavior also works, said Willingham, in which a child might observe that Mom or Dad must like reading, so maybe I would, too. Modeling can even be done with your cell phone or iPad, said Devorah Heitner, parent of two and author of Screenwise: Helping Kids Thrive (and Survive) in Their Digital World -just tell your kids what you're doing when you're sitting on the couch, looking at your phone. "I do a lot of my reading on the internet and other forms of screen time," she said, though she spends time on social media and games, too. "So when we're modeling reading habits for our kids [and you're on your phone], let them know what you're reading. They won't be able to tell just by looking [at you]."

One thing Heitner warns against is creating a Screens vs. Books mentality, in which parents may be tempted to reward "real reading" with screen time. (Willingham also advises to tread lightly with any rewards for reading, though he said sometimes they may work.) Yet parents often feel like digital devices compete for the time kids would use to read, and are looking for guidance.

High school English teacher Jarred Amato knows that, for his Nashville freshmen, cell phones are indeed a barrier to reading. In a recent blog post titled "What 100 Ninth Graders Told Me About Why They Don't Read," Amato recounts a survey of students and confirms what he already knew: though students cite many reasons for not reading-can't find a quiet place at home, other responsibilities and activities-cell phones take top priority.

"Cell phone addiction is far and away the number one reason my students said they don't read," Amato said. "They are almost powerless to it. It's not just a kid problem, either-adults and kids are reading less around the world. And I think there's a value to talking to students about that." In hopes of rewiring a habit, Amato has been having students put their phones away and practice reading quietly in his class with whatever book they like, hoping they will do the same-even for a few minutes-at home.

Willingham said that by time kids are teens, when increased autonomy and social activities crowd their days, encouraging reading might be an uphill battle, so it's best to instill the 'family value' early, when children spend more time with parents. And though he said there's research to substantiate how television's arrival changed reading habits, for digital devices, it may not be so cut-and-dried-after all, kids have been finding other things to do for a long time.

"It's not the case that there was this golden age of reading, back in the old days," he said, laughing. "I think of myself growing up in the 70s, and who is kidding who? If I wanted to horse around with my friends, I wanted to horse around with my friends. We didn't like look at each other and say, well we've got nothing to do, let's go read Great Expectations! We had other ways to kill time even though we didn't have X-Box."

Though Baumert knows reading more would improve Andrew's school performance, that's not her number one concern. Critical thinking skills, empathy and a method of relaxation rank high on her list. For now Andrew reads only because he has no choice, but Baumert is optimistic that he will find the book that 'ignites' a love of reading. She also loved reading as a kid, and still finds that reading helps her relax and decompress.

"I read a lot as a kid. I still remember trying to read through the tears at the end of Where the Red Fern Grows," she said, "and being disgusted at the abuse Buck suffered at the beginning of White Fang. So many books had such a huge impact on me."
Willingham's Tips for Raising Older Readers:
* Make sure kids have access to books. Drop by the library often. If it's affordable, leave books lying around the house, in the car, even in the bathroom.

* Don't control kids' reading. The temptation to "put the hammer down" for a page count may only result in a reaction and pushback. Comic books, graphic novels, and books below reading level all count.

* Get kids involved in a peer network of readers. For example, teen author John Green has created an incredible network of readers and fans that connect online.

* Offer reading material that draws on something they're already interested in. If there's a movie they already love, get the novelization of the movie, or a book about backstage gossip on set.

* Don't forget that as the parent, you are the cheerleader, not the literature judge. Don't worry if it's not Shakespeare, the point is to show kids that "interesting things are found when you read print."
*This post has been updated to clarify Shanghai as Shanghai-China in the PISA results.
How to Help Students Develop a Love of Reading

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How to Help Students Develop a Love of Reading

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Even though Laura Baumert's son Andrew can choose whatever book he likes for the 20-minutes daily sustained silent reading program at his middle school, he still finds reading a chore.

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Ask educators their opinions on graphic novels in the classroom and you'll get a range of responses. "They're so engaging! They fit with our visual society!" "Not my favorite but...they get my kids to read." "That junk isn't real reading!" They've stirred up their share of controversy as they've taken a firm foothold in the educational mainstream and earned numerous entries on banned books lists.

If the ransacked state of the graphic novel sections in libraries is any indication, this medium isn't going anywhere. We've cut through the hype and compiled a list of ways graphic novels can help your students:

In addition to enticing reluctant readers, graphic novels are particularly supportive for kids with specific reading challenges. The Yale Center for Dyslexia and Creativity calls graphic novels "grand equalizers," noting that struggling and strong readers alike can enjoy and discuss them on a level playing field. For dyslexic students, the illustrations provide context clues and the manageable format and length make it possible to feel accomplishment.

Graphic novels also support ELL readers. They (literally) illustrate figures of speech and cultural norms. They make vocabulary and content more accessible. There are even a growing number of popular titles that address themes particularly relevant to ELLs. Almost-wordless The Arrival by Shaun Tan makes the complex topic of immigration accessible to a wide range of language levels. Also check out Pashmina by Nidhi Chanani for upper elementary and middle school and The Best We Could Do: An Illustrated Memoir by Thi Bui and Diary of a Reluctant Dreamer: Undocumented Vignettes from a Pre-American Life by Alberto Ledesma for older readers.

They illustrate the reading and writing skills you need to teach.

You might have a dubious perception of Dav Pilkey and his counterparts, but if your early-elementary students need a crash course on effective use of basic punctuation, using a page from Captain Underpants by Dav Pilkey as a mentor text isn't a bad move. Ditto for using a page with speech bubbles from a text like Dragonbreath by Ursula Vernon to teach which words go inside quotation marks.

The succinct nature of comic book-style text and the visual support it provides are perfect for strategy modeling. They require readers to make inferences about each panel and to fill in information between panels. When you want to encourage precise written language, study how graphic novel authors pack meaning into very few words.

Graphic novels are also useful when teaching students to read with expression. Discuss how bold or differently sized text suggests emphasis, or how mood is evoked by the illustrations. Characters' faces alone provide a wealth of information about the author's intentions.

They provide an entry point for complex topics.

Graphic novels can serve as accessible bridges into challenging material. From "Fahrenheit 451" to "Anne of Green Gables," graphic novel adaptations of classic works are hitting the shelves in quick succession. They make texts that students might think of as outdated and boring more appealing. You can use popular graphic novels to initiate discussions of themes you plan to explore in traditional texts:

For instance, an easy read of a fresh-feeling All's Faire in Middle School by Victoria Jamieson can segue into discussion of a classic like S.E. Hinton's "The Outsiders." One teacher-researcher documented her success using graphic novels to introduce literary devices like "point of view, allusion, themes and morals, tone and mood, symbolism, and flashback and foreshadowing." Take that, Common Core text exemplars.

Incorporating graphic novels into content area studies can boost student engagement and understanding. Try supplementing textbook chapters with vignettes from Battle Lines: A Graphic History of the Civil War by Jonathan Fetter-Vorm. Offer graphic novel versions of traditional stories like Trickster: Native American Tales by Matt Dembicki, a Graphic Collection or The Olympians Series by George O'Connor to complement social studies units.

Love 'em or hate 'em, graphic novels are teaching tools for the 21 st century. How do you use graphic novels in the classroom?

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Graphic Novels Should Play a Bigger Part in Your Classroom. Here's Why.

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Ask educators their opinions on graphic novels in the classroom and you'll get a range of responses. "They're so engaging! They fit with our visual society!" "Not my favorite but...they get my kids to read." "That junk isn't real reading!"

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It's easy to fall into the trap of only focusing on a student's reading struggles, but we cannot leave the rest of the student behind. When we fail to engage other aspects of the whole child, we also fail to help them connect learning experiences. This increases the likelihood that they will question the value of school, tune out, or worse, feel like they've failed and give up. Finding the way in to help struggling readers is about looking at the whole student. Here are five ways to refocus the time you're already spending. When you refocus your time, you can increase reading skills with the whole student in mind.

1. Choose an RTI Program and Follow it Precisely

You already plan lessons for your RTI time that are laser focused on one or two particular skills. But, for some students, this isn't working. When students aren't responding to common intervention strategies, they need something different. Implementing a program your district may already own to help students learn how to read such as LLI, Reading Recovery, Wilson Reading System or Orton-Gillingham may help children learn better. When you use a program with struggling readers, the goal is to use it with fidelity. A research-based program or tool must be consistently used anywhere from 3 to 10 times before both student and teacher are comfortable and confident with the process. After that, the program must be implemented at least three times a week in order to help readers gain the more than one year of growth they need in order to catch up.

When literacy learning is difficult for children, they also suffer anguish and trauma. They may mistakenly feel inferior to their peers because they have a learning difference. Successfully implementing your program can help students feel comfortable and develop the confidence and self-esteem they need to increase their reading skills.

2. Offer developmentally appropriate reading through audiobooks

When children aren't reading at grade level, they often become discouraged, withdraw and may act out in class. Providing human-read audiobooks allows struggling readers to focus, visualize and get engaged in the story. Students can get access to the grade-level content they need so they can participate in class and work alongside their peers.

Human-read audiobooks help students build vocabulary, comprehension and critical thinking skills. This leads to more confident and engaged learners. Students benefit academically, socially, and emotionally when they listen to audiobooks. By taking away the mechanics of reading and allowing students to work at their ability, stress is lowered allowing them to succeed.

3. Use technology to balance students' struggles with strengths

You probably already "flip" some of your learning by having children watch video or listen to audio directions. Using technology helps you incorporate the 10-2 rule where teachers teach for 10 minutes and then give students two minutes to reflect on their learning. Try having your struggling readers use apps like Haikudeck, Explain Everything, and Link to explain their thinking. This puts them in the driver's seat and gives them the thinking time and tools necessary to shine.

When children use apps that make their thinking transparent, they stop feeling like they'll never be able to do it. More often than not, children who have trouble reading do not lack in other skills. Giving them a path for growing their strengths empowers them.

4. Incorporate multi-sensory strategies

You already know that the senses affect your students' learning. You ask them to listen to read-alouds, to look for letter combinations in text, and to act out stories. Now consider using a more complete multi-sensory approach. When a student learns using a combination of visual, auditory, and kinesthetic strategies, it improves their memory and learning of decoding skills.

Consider trying these different modes of learning: engaging in a debate (auditory), taking pictures of work (visual), using a game format (tactile), working in flexible groups (affective), and creating a video (technology). Often when students have to use reading in authentic and multi-sensory ways, their inhibitions disappear and they can learn better.

5. Set achievable goals together

Your students know they will be tested on the information they learn each day. Why not show them how to set their own goals and put the control back in the hands of the learner? The children in your classroom are learning to be citizens in their community. Learning to set personal goals will benefit them long after the current academic year. You can be the supportive adult they need to feel successful in life. Here's a link to a free simple goal worksheet you can use right now.

Don't let too much time go by without a check-in. Students need to feel good about their achievements regularly in order to build the stamina it takes to master a difficult task. Offer up several categories to each student: academics, screen time, physical activity, wonder, etc. Have each student choose three categories and find one goal per category for the week. This helps promote a balanced person and increases the chances that the student will successfully reach at least one goal. Celebrate successes at the end of each week. Ask students to share what strategies worked for them.

For more ideas on helping your developing readers, watch this free webinar recording Support Struggling Readers Alongside Their Peers.

Regardless of your academic setting, children deserve to have all of these new strategies offered to them. The more opportunities for learning they have, the more likely they are to have learning stick. The priority is to build up confidence in students. Students who feel like they can learn (and they all can) will believe in the process. This means that all teachers and all students must believe that the full spectrum of literacy growth is possible for everyone. It is this overarching growth mindset that will transform your literacy practice.

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5 Ways to Help Struggling Readers With the Whole Student in Mind

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It's easy to fall into the trap of only focusing on a student's reading struggles, but we cannot leave the rest of the student behind. When we fail to engage other aspects of the whole child, we also fail to help them connect learning experiences.

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Productivity

Why Reading Books Should Be Your Priority, According to Science

You're not doing yourself any favors if you're in the 26 percent of American adults who haven't read even part of a book within the past year.

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Why Reading Books Should Be Your Priority, According to Science

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You're not doing yourself any favors if you're in the 26 percent of American adults who haven't read even part of a book within the past year.

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Reimagining Reading: Connecting and Promoting Lifelong Readers through Book Clubs

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Literacy Daily-the blog of the International Literacy Association (ILA)-features education stories, teaching tips, book reviews, and more.

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The growing body of research available today highlights the enormous impact that parental involvement has on a child's success in education.

When it comes to literacy and reading, the effect is especially pronounced in the early grades-and students' ability to read at grade level by the time they complete third grade is a better indicator of their academic success than the education levels of their parents. Seeing the positive effects of parental engagement-and understanding that parents, in turn, may need support themselves in order to help their children-school districts across the country are taking the next step and asking, "Why not tap the entire community?"

Extending beyond school or classroom walls to build a community of readers means engaging adults within the community, through their work or volunteer connections, then forging partnerships based on common values and goals for children's literacy. This collective impact approach provides students with support and opportunity to read within and beyond their classrooms all year long, making reading a routine activity in the familiar community and home environments.

What are the key factors and common elements in building a community of readers, regardless of geographic location, the demographics of your student population or the size of your student body? Here are a few that our team and partners have identified based upon our joint efforts with forward-thinking education leaders over the past five years.

1. Invest in a Personalized Digital Library

Students need a variety of material to read. The opportunity to choose the books they want to read, at their own reading level, with supports that make those books even more accessible, is directly tied to engagement.

In turn, students who are engaged tend to read more. The more students read, the better readers they become. A digital solution that offers access to a personalized library of just-right books provides every student, regardless of their circumstances, the same opportunities to read.

Research conducted by the University of Nevada in Reno has shown that having a 500-book library in the home has as great an effect on the level of education a child will attain as having parents with a university-level education. In districts with limited budgets or bandwidth, offering access to digital libraries on smartphones and tablets that students can read at school or at home is a cost-efficient way to provide the literary foundation that all students need to achieve and maintain grade-level proficiency.

2. Establish a School Leadership Team

Critical members of this internal support group include the following:

A strong, supportive superintendent with the vision and leadership to help initiate the model;

A curriculum director to help drive implementation and ensure the model is implemented effectively; and

A dedicated innovation team who want to make it happen. Principals often know best who these people are: tech team members, media specialists or others.

Establishing the roles and responsibilities of these individuals early on will not only build a strong base on which the model can be launched, but will help to inspire all those who join the effort.

3. Forge Partnerships with Local Leaders and Community Organizations

Forging strong partnerships with for-profit and nonprofit community organizations is a proven strategy for school leaders, allowing them to focus needed attention and resources on literacy.

Businesses, medical professionals, community organizations and local politicians want to help but sometimes they're simply not sure how to get a seat at the table. For school leaders who are new to launching a large-scale initiative that reaches beyond school walls, this can seem like the most intimidating part.

But they may be surprised by how far superintendents' roles extend in today's education environment. By leveraging the surrounding community, and with the help of their school board's and principal's connections within a community, outreach can be rewarding both intrinsically and extrinsically. Given a vision and the opportunity to participate, companies and organizations know they can impact students' futures, with their local communities as the benefactors of their investment.

A community reading model will be stronger when supported by a team that understands what the program is trying to achieve. Partner contributions to the model may include everything from financial support to volunteer hours to in-kind contributions of equipment or space to outreach activities and fundraising. Regardless, community members want to be involved; individually, their goals might be different, but the common denominator is that all children are readers and learners.

Begin by approaching organizations that already have a mission to support youngsters like Rotary Clubs, YMCAs, the United Way, county/municipal library systems, Boys' & Girls' Clubs and housing boards. Network to identify other potential partners and offer them an opportunity to join.

Ongoing communication with these partners will continue to strengthen the relationships and foster growth in the kids and the initiative alike. A community reading model builds upon itself through partners' meetings in which all parties involved come together and collaborate to maximize their collective efforts and assess results. During this time, metrics and data on the community reading model's growth and success can be shared with the partners to help bolster ongoing support.

4. Launch Strategically

Deciding where and how to kick off a community reading initiative depends on the community involved. The Colombia READS! campaign in Columbia, Missouri, for example, launched at the local public library. This is a fairly common approach. The familiar, free-to-use space provides a controlled, literacy-rich environment where collaborative summer reading programs are easy to set up.

Establishing an active presence within the community will give a community reading program notability and continuity. Once the public is aware of reading activities that attract a cross-section of the community, it becomes easier to engage the participation not only of local organizations but of national partners.

5. Make it Fun

The Hillsborough County, Florida, Read on myON community model (the first and largest in the U.S.) runs year-round and regularly reinvents itself to keep students, families and community partners engaged and excited. Their annual summer reading campaign adopts a new theme each year, complete with challenges for kids to achieve their personal best and celebrations that involve students, families and community partners. Some 90,000 students access myON each year, strong testimony to the power of the partnership's collective impact.

A community reading model provides kids, no matter their financial situation, access to the books they want and need. It's also about supporting the families involved. By connecting students and families to their school and partnering with local organizations using the tools that digital libraries can provide, communities level the playing field by providing access to technology and books for students and parents who might otherwise not have them.

Community reading models embrace the "it takes a village" ideology, relying on collective support and data to ensure that all children have the clearest possible path to literary success and lifelong learning.

For more, see:

Todd Brekhus is president of , and a former teacher, department chair and technology director. Follow him on Twitter: @ToddBrekhus
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Building a Community of Readers: A Collective Impact Model | Getting Smart

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The growing body of research available today highlights the enormous impact that parental involvement has on a child's success in education. When it comes to literacy and reading, the effect is especially pronounced in the early grades-and students' ability to read at grade level by the time they complete third grade is a better indicator of their academic success than the education levels of their parents.