Thursday, December 04, 2008

Re-Engage Adolescent Readers

No all secondary students who fail to read do so because they can’t read. Granted, there is a certain percentage who lack the basic skills needed to decode. And there is a larger group who do not read because, while they can “sound words out”, they can’t make sense, comprehend, what they read. But the largest majority choose not to read. In fact, their interest in reading lessens with the passing of each school year.

Yet the necessity of reading does not pass with the handing out of diplomas. High school graduates have to be able to read a wide variety of texts. It’s not just about literature and poetry—it’s about charts, ballots, internet information, maps, graphs, applications, warranties...the list goes on and on. Yet many of our students lack the sheer motivation to pick up a book and become a stronger reader.

Motivation can be described as a student’s willingness to read when he/she is not compelled to do so by academic assignments. High school students are not typically readers of habit. There are plenty of programs at the lower-levels that are designed to motivate them to read, but the results rarely last past the end of the program. In order to truly change reading habits, the reader must be intrinsically motivated. Therefore, the opportunities for choice and self-selection play a vital role in in developing a desire to read outside of academic assignments.

In order to generate intrinsic motivation to read, we must offer two things to our high school students: time to read and interesting texts. Providing opportunities each day to read texts of their own choosing can energize readers. This is where SSR fits into the scheme of things and how it can promote healthy reading habits. Students are more likely to finish reading a book that they started at school. Many times, without that chance to read at school, the book won’t get cracked open at all.

Student interest is another factor in creating intrinsic motivation. When it comes to voluntary reading, the subject of the text is critical. A book or article that matches a student’s interest is more likely to be read. In addition to giving the book a chance, a reader is apt to comprehend more when he/she is interested in the text. The interest level causes the reader to attend to the text more closely. A book or article of interest is more like to be read, and more likely to be understood.

Ultimately, the re-engagement of adolescent readers requires that they discover how meaningful reading can be in their own lives. This is only a few books, songs, audiobooks, or graphic novels away.

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