Read Between the Lines: Developing a Culture of Reading

Developing a culture of reading at home and at school is going to be a game changer for students this school year. Teaching reading in content areas boosts overall confidence and performance. As we master reading skills and strategies, we become strong readers. We are also empowered to become more independent learners. We're equipped to solve novel problems and address age-old issues.

Did you know?

• The average U.S. citizen spends only 16-minutes a day reading outside school and work; down from 22-minutes in 2005.
• People age 20 to 34 read the least outside school and work: 6-minutes a day.
• People age 75 and older read the most: 51-minutes a day.

Apparently, with wisdom comes the uncanny tendency to appreciate and engage with the wealth of knowledge at our finger tips. This post outlines strategies for developing a culture of reading, so we can outperform yesteryear versions of ourselves.

Getting Started

• Research shows that independent reading can improve student achievement in language arts and other content areas. Let's begin with book choice. We want to teach students how to choose appropriate books. In addition to choosing interesting books, they need to understand how to assess text complexity. Is the book on grade level? Is the book below a student's reading capabilities? Explicit instruction on Lexile measures, grade level AR measures, DRA reading levels, or other relevant reading measurements is paramount.

• I usually find myself reading in the same place. On occasion, change of scenery is necessary. Maybe I'll read in a restaurant or near the reservoir in my car. (I hate bugs!) It's not uncommon to wake up feeling different. Just as we enjoy the freedom to express ourselves differently, to behave differently, it's important to make room for flexibility in learning environments. We want to afford students similar flexibility. Yes, this includes flexible seating for reading. Click here for flexible seating ideas for home and school.

• Success is in your routine. In setting a routine for independent reading time, start small. Situate reading time in the middle of the day, class, or block. Reading shouldn't feel like a punishment nor an after thought. Students are best poised to be intentional when we're intentional about constructing learning opportunities. It's not necessary to write answers to comprehension questions during every scheduled reading. In this way, we promote love of reading. (Or, is it love for reading?)

Reading Pedagogy

• When facilitating student transition from reading to learn... to learning to read, assessment comes first. Assessments, tests, exams. Oh my! Do these words make you cringe? Only in a fantasy world are we able to get on with the business of providing effect reading instruction without making time for meaningful assessment. Since we know how much reading counts, it's important to concretize the gap between where students stand and growth expectations. Assessment results give us information needed to draft effective reading action plans. The best plans inform instruction, goal-setting, and feedback via student reading log and student engagement inventory (here's another inventory).

• To remain engaged students must see incremental improvements in their own performance, so we have to design learning experiences that yield quantitative results. Several web-based reading assessment programs offer individualized reading options and performance data. Reading journal prompts yield qualitative results and insight into the mind of the reader. One cool way to take this approach up a notch is by placing sticky notes with questions about the text inside the book. Also, consider impromptu verbal questioning throughout the day to infuse reading and comprehension skill into everyday life.

• Cooperative goal setting involves getting buy-in. Student patterns reveal opportunities to improve reading engagement (e.g., resisting distraction, choosing appropriate texts, increasing stamina) and strengthen comprehension performance (e.g., building vocabulary, leveraging textual evidence, thinking beyond literal meaning). Let's aim for several small victories over time. Armed with relevant samples of student work and performance data, schedule 5 to 10-minute goal-setting conferences to get students on board with setting smart goals via questioning. Consider writing a goal card (maybe used as a bookmark) as a reminder for the student. See deconstructed sample goals here. (Read one educator's experience with setting smart goals with her students here.) 

Raising Readers

• Reading goals are most impactful when teachers provide ongoing, real-time feedback. It's worth noting that reading support strategies are different than reading feedback strategies. Reading support may involve strengthening phonemic and phonological awareness skills (e.g., sounding out words); whereas reading feedback involves praising student ability to attempt to sound out words before asking for help. Another example of support involves providing additional context to drive home word meaning; in a similar case, feedback would involve commenting on a student's use of an online dictionary to independently make sense of an unfamiliar concept.

• When setting reading goals for learners and planning instructional supports, think about the nonverbals. How does engaged reading look? What does a focused person look like? How do we respond to the environment when we're immersed in a text? Whatever your answers, it's important that you're not just observing students, that you're also modeling reading engagement during student reading times. Young people do what we do, not what we say.

• Student motivation to read is linked to both enjoyment and perception of growth.(I advocate facilitating the transition from external to intrinsic motivation, so the end goal would be that more emphasis is on reading for understanding than on reading to demonstrate understanding. Still, this is a different conversation that I'll likely address in a future blog post; you're invited to share your experiences and thoughts on this distinction.) Dissect the difference between student perception of growth and actual growth; keenness in this area is key to addressing low reading motivation.

I'd love to be a resource as you work to develop a culture of reading. Schedule professional coaching for yourself and private tutoring for your student by visiting je411.com. You're also invited to keep the conversation going by sharing this content, leaving a comment, and clapping back in a guest blog submission.

Fall in Love with College Prep

It’s the season of love! February is a time for eating delicious chocolates, receiving fluffy teddy bears, and recognizing the sacrifices and successes of African Americans during Black History Month. 

But, during moments filled with red, white, and pink hues, the spirit of the month of February can also be channeled into a love of college preparation among high school juniors and seniors. For students with aspirations to pursue post-secondary education, whether a community college, technical school, or university, I've outlined below a few steps to take during the month of love.

Parents of Juniors:

I. ACT/SAT Prep 

February is a good month to prepare to take the ACT or SAT, the top two college entrance exams. These tests provide colleges an overview of students' academic strengths and weaknesses. Taking the ACT or SAT during one’s junior year can give the student an idea of the areas in which they may need to improve. If your child’s school district offers the ACT or SAT on-site during the school year, I advise that they also register for an additional test during their junior year, so they can gauge their progress from the previous test or need for improvements. Students can check with their high school counselors for available testing fee waivers. 

The ACT and SAT offers tests several times during the year. Specifically for the ACT, if you were notable to meet the testing deadline for the February ACT, the next ACT offered during the 2018-2019 school year is Saturday, April 13, 2019, with a registration deadline of March 8, 2019. (If possible, take the writing section of the ACT at least once because some schools require this section for admissions.)

More information about the ACT concerning costs, additional test dates, and more can be found at actstudent.org. Information about the SAT can be found on College Board. Check within your community for ACT and SAT workshops which are often hosted at churches or tutoring centers. 

II. Transcripts 

Also, during the month of February of a student’s junior year, it is good to obtain a current Grade Point Average (GPA) from the high school counselor. Students or parents should be able to request an official transcript to reflect grades from freshman and sophomore years as well as the first semester of their junior year. 

Knowing your GPA gives an idea of the gap (if any) between current performance and college entrance or scholarship goals. Working to obtain a high GPA results in more options for college admissions, scholarships, and grants when students begin to apply for college during their senior year. 

III. Extra-Curriculars 

College admission officers often value students’ participation in extra-curricular activities.  Encourage juniors to get involved in clubs and organizations at the high school and in the community. Their involvement can provide opportunities for leadership and ways for them to showcase their talents. They may also become more eligible for scholarships in areas like leadership, sports, or music.

Parents of Seniors:

I. The List 

For seniors, February is a time to take the ACT or SAT, obtain a current transcript, and participate in extra-curricular activities. This is also a time to narrow a list of colleges for admissions and scholarships. Parents can work with students to create a list of about 6 colleges which includes schools that are in-state, out-of-state... a student’s dream school or the most economical schools for your budget. Always search for cheaper alternatives in case your student does not receive the amount of financial aid expected and to avoid taking out thousands of dollars in loans. Be determined to send your child to a school that is accredited and is the best option financially!

After creating the list, place schools in a chart that includes the following categories: Admissions Requirements, Scholarships, and Tours. Check off each category upon completion. For example, under the category of Admissions Requirements, ensure that all items are submitted as stated by the college or university. Some items may include an official copy of the ACT scores, an official transcript, and immunization forms. 

II. Scholarships 

For the category of Scholarships, be sure that the Free Application for Student Aid (FAFSA) is completed for the upcoming school year, and that scholarship applications are complete. Some schools only require one application to be eligible for all scholarships, and other schools may award scholarships from admissions items. Common scholarship requirements include a letter of recommendation, a transcript, and an essay, which your student can learn how to write here. 

It is best to begin searching at the schools of interest before searching for external scholarships. Institutional scholarships include academic, leadership, sports, music, art, foundation, and alumni. These scholarships have a smaller competition pool than state or national scholarships. Often, institutional scholarships are valid for the duration of a students' college tenure. In other words, if a student is awarded this kind of scholarship, tuition, fees, room and board may be covered for up to 4 years. I give more information about the types of scholarships in my book. 

After applying for all eligible institutional scholarships, search for local, state, and national scholarships. These scholarships can be offered through banks and credit unions, sororities and fraternities, rotary clubs, and places of employment such as Wal-Mart and Wells Fargo. Also, organizations such as Thurgood Marshall College Fund, Ron Brown Scholars Program, and United Negro College Fund offer national scholarships. Many of these also require an essay. 

III. Tours 

Lastly, arrange college tours for high school seniors. Visiting the campus provides a different perspective as students walk the grounds, meet students, and engage with professors. Most schools provide guides for campus tours or have "high school student days" for prospective students.

For more information about navigating the college process, visit my website at www.edwritingservices.org. 

For more information on obtaining scholarships and composing scholarship essays, check out my book, Write Your Way to a Successful Scholarship Essay!

____________________________________

A very special thanks to guest blogger, 

Candace Chambers, CEO of Educational Writing Services LLC. 

Candace is an academic coach, educator, and writer 

who's snagged over $100,000 in assistantships, grants, 

and scholarships by writing essays.

Education Stakeholders as Lifelong Learners

This is likely not the first blog post you've read about educators as lifelong learners. The reason: there's value in viewing learning as a journey as oppose to a means to an end.

We're conditioned in some ways to study material for tests and research topics for papers. The end-goal in both instances involves achieving a passing score. Then, many move on to the next imposed challenge. The cycle lives on in those of us who go through the motions. We follow steps and engage in processes prescribed by outside entities without reflecting on meaning and value.

There are moments when educators fail to question understanding, to apply knowledge and skills in novel ways. Upon reflection, it's helpful when educators adopt the model of lifelong learning. Though we don't yet have the capacity to ameliorate our younger selves, it is possible that educators, parents, and students advance as lifelong learners.

What does this mean? The traits of a lifelong learner are numerous; providing a full list of these would take up more space and time than we have. Since education stakeholders tend to focus on identification of appropriate instructional approaches and learning strategies, let's truncate the definition of "lifelong learner". Here's my version...

A lifelong learner is one who pursues problem-based research and 

performs experimentation to assess the fitness of possible solutions 

on an ongoing basis. 

How does it look? In short, we develop processes to learn on our own. We intrinsically seek and solve problems. Four phases are encountered during this journey. Lifelong learners (in any field) tend to...

1. pursue problem-based research
2. identify possible solutions
3. examine solutions via experimentation
4. repeat this process to address a new (or old) problem

Why is it valuable? Many education stakeholders benefit when one person adopts this model of learning. Stakeholder behaviors evince curiosity. For instance, parents model curiosity when they inquire about strategies to address academic challenges and behavior setbacks during parent-teacher conferences. Also, as educators, we manifest curiosity by offering alternatives to struggling families and peers.

Our efforts are not in vain, because lasting growth ensues. Five minutes dedicated to responding to a parent or co-worker activates dormant knowledge and skills. Weeks dedicated to researching strategies for a learning disabled student lead to permanent personal and professional growth, plus undiagnosed and borderline students benefit from the new instructional outlook.

Improving confidence, easing family tensions, facilitating learning, increasing performance, and bridging the transition to more challenging environments are borne out of the intrinsic motivation to view one problem through different lenses. 

As lifelong learners, stakeholders understand that no education is ever complete. We value professional development opportunities and look beyond these to seek solutions to immediate threats to the development of more independent learners. This is the mission of my firm, Jackson Education Support.

Custom products and personalized services offered for educators, parents, and students. Specialty subjects are literacy, math, and science. Schedule a consult to discuss challenges and goals here.

The Secret to Student Growth

Do any of these sound familiar? Mindset is everything. Challenges make life interesting. Think positive thoughts. Life is 10% what happens to us and 90% how we respond. 

Time and again, we realize how outlook influences outcome. The wisest among us leverage this fact to manage stress and respond to obstacles with novel ideas. At age 19, Jessica Matthew invented SOCCKET ball to help those living in developing countries recuperate from power outages. She is quoted saying, "It's not just about providing off-grid power. It's about believing what you put into something can give you something in return".

All too often, the connection between outcome and outlook becomes clear in hindsight. More important, students may not have the skills to develop logical connections between effort and experiences. Honing this skill requires heavy lifting. Much work is required to change the figurative zebra's stripes, but it's possible.

The old way

Traditional views of learning tend to align with the fixed mindset, the antipode of growth mindset. Individuals with a fixed mindset believe they are defined by things they're good at; having a fixed mindset fails to account for the value of effort and the benefit of mistakes. Promoting fixed mindset qualities in students decreases motivation, causes disengagement, and stifles growth. 

The new secret

Today's psychologists and educational thinkers are rallying behind a way of thinking coined growth mindset by Dr. Carol Dweck. Adopting a growth mindset requires one to become self-aware. The secret to student growth involves training students to monitor their thoughts; then, use results to strengthen character. 

Monitor thoughts

By reflecting on internal processes, we identify helpful and abandon harmful story lines. The following questions prompt student reflection.

1. What strategies worked well for me?
2. What strategies did not work for me?
3. What should I do next time?
4. Do I need some help for next time?

As educators and parents, we want to model growth mindset characteristics through reflection exercises as well. Consider making this internal process visible to learners by "thinking aloud", and challenge learners to do the same. Demonstrate the thought process needed to improve a second (third or fourth) iteration of a task.

Strengthen character

Knowledge of character strengths helps us improve those traits working against student growth. Equally important as brainstorming solutions with learners is doing so with a positive attitude about options. (This may call for above average acting skills, at times.)

Not sure where to start? Character Lab offers a number of tools to help. It's a great option for aggregating student and stakeholder feedback on growth. Character Growth Cards are similar to Report Cards in that they promote discussion about strengths and weaknesses; this helps learners leverage strengths to build up weaker skills. The primary difference between Growth Cards and Report Cards lies in the qualitative nature of the former. In place of alphanumeric scores, Character Lab's Growth Card reports qualify student efforts in each of eight character strengths (or character traits). An added benefit is the goal-setting feature used to collaborate with families, build confidence, and improve performance.

Character development is the secret to student growth. Developing character strengths is a strategy for addressing academic challenges and behavior issues. Contact Jackson Education Support to learn how we can help.

Cure Unmotivated Readers

We know the benefits of reading, so let's challenge ourselves to make reading a fun experience for learners. If something is fun, adults are more likely to do it... So, why wouldn't this be true for children as well?

Though unequivocal differences exist, adults and children learn in similar ways. Both groups must experience motivation to learn. Whereas adults are more motivated by responsibility to family and career, young readers are almost entirely driven by intrinsic motivation. This refers to the "WHY" behind what we do and how we do it.

Read with purpose.

Setting explicit goals is one way to promote intrinsic motivation. Though effecting intrinsic (or individual) motivation seems a futile endeavor, research on human nature helps us create goals whereby learners choose to do the "heavy lifting". 

Bringing your child's reading goals into focus is well worth the effort. Get to know the child. Learn what drives them to take action. Keep reading to learn how...

Bring goals into focus.
Jeremy's teacher suggests that he read more often to build vocabulary and improve comprehension. Following a conversation with Jeremy, you learn he likes cars. He likes custom cars with "pimped out" add-ons, engines, and paint jobs. Your first thought is to buy a book about "pimped out" cars, and wait for his grades to improve.

However, a more effective approach involves setting explicit reading goals whereby Jeremy has input, attainment is uncertain, and short-term tasks are identified. To facilitate intrinsic motivation, these three criteria are integral:

1. Involve the student.
2. Ensure goals are not too easy and not too hard.
3. Develop a hierarchical plan with phases.

What do we know about human nature?

Learners are more likely to take ownership of a project if they have a say in how it unfolds. This first criteria is straightforward. However, we don't want to release children to their own devices without providing guidance.

Guidance with setting goals should be data-driven. That's to say, parents and educators want to examine performance data and set a goal that's neither too hard nor too easy. Human nature prompts us to avoid overly difficult and ridiculously easy tasks. The brain wants to solve a problem or resolve inconsistencies. As such, goal attainment should be probable, yet uncertain in order to achieve optimal levels of intrinsic motivation.

We're also hard-wired for immediate gratification. Since development of reading skill is a life-long process, we increase intrinsic motivation to read by emphasizing the short-term. An ideal approach leverages hierarchical goal systems to demonstrate how short-term tasks relate to a long-term goal. In this way, children visualize how puzzle pieces fit together to form the bigger picture.

How do we leverage goal-setting to make reading fun?

Jeremy's explicit reading goals as reported by the classroom teacher are to (a) build vocabulary and (b) improve comprehension. These are long-term goals. Let's transform the second goal into one that makes learning fun: improve comprehension.

First, we need input from Jeremy. What are Jeremy's ideas for building vocabulary? Depending on his age, he may have little to offer initially. Don't fret. Do research. Ask Jeremy to offer feedback on comprehension practice completed in class; observe his behavior at home for clues about activities that keep his attention.

Let's say Jeremy likes drawing or computer activities, so you challenge him to make comic strips that summarize each chapter of Cars on the Move. With this approach, Jeremy looks forward to reading about an enjoyable topic and drawing comic strips or building them online.

To recap... 

1. We involved Jeremy in developing an explicit, reading comprehension goal. 
2. Since he has the skill (but has not produced comic strips as summaries), it's reasonable to conclude attainment is uncertain. 
3. Comic strips are to be created for each chapter (rather than after reading the 24-page book), so we addressed the need for instant gratification. 

As with implementing any plan of action, remain flexible. Adjust. You may find it's better to create one comic strip frame every few pages. It may be ideal to switch from creating digital comic strips to drawing them by hand. Jeremy may suggest a different summary activity altogether.

Jackson Education Support promotes intrinsic motivation by involving students in setting challenging goals. Personalized learning plans leverage student interests to improve academic performance.

Access a more recently peer-reviewed publication on this topic here.