LITERACY

ging reading

reading – books, magazines, newspapers and websites. But it is time spent reading books which makes the biggest difference – according to this and several other studies. It is also one of the most pleasurable human

activities there is. We owe it to the students to make sure they experience it.

SecEd

• Susan Elkin is a journalist and former teacher of English. Her book Encouraging Reading is published by Continuum priced £9.99.

Further information

National Literacy Trust: www.literacytrust.org.uk

Tips for encouraging reading

• Never “rubbish” anything a student wants to read. Even the flimsiest, trashiest material helps build reading stamina.

• Value all reading including web pages, instructions and magazines.

• Read children’s/young adult books yourself and show real interest in them.

• Follow book prizes such as Carnegie Medal with students – and not just in the school library.

• Hold school-wide sponsored reads for charity. The Readathon organisation can give you a structure if you need it (www.readathon.org).

• Celebrate World Book Day across the school. Plenty of ideas and resources online (www.worldbookday.com).

“The greatest results in life are usually attained by simple means and the exercise of ordinary qualities. These may for the most part be summed in these two: common-sense

and perseverance.”

Owen Feltham

“The secret of success in life is for a man to be ready for his

opportunity when it comes.”

Benjamin Disraeli, Earl of Beaconsfield

“Success is the good fortune that comes from aspiration, desperation, perspiration and

inspiration.”

Evan Esar

Lighting fires

“Along with success comes a

reputation for wisdom.”

Euripides

“We are all motivated by a keen desire for praise, and the better a man is, the more

he is inspired to glory.”

Cicero

“There is only one success – to be able to spend your

life in your own way.”

Christopher Morley

 

It is also why the National Literacy Trust publishes an

online magazine called Getting Blokes on Board.

Secondary schools should be inviting people like Mr

Freedman (and Mal Peet, author of a series of football thrillers) in to work with students. And what about local male role models in your area? Contact local sports clubs and other organisations in search of reading enthusiasts. Get older boys (and/or recent leavers) to talk about reading to groups of younger ones and swap classes for independent reading sessions so that every student has some “reading contact” with a male teacher. “Children who can’t read can’t learn,” remarked David Blunkett when he was education secretary. Of

and satisfaction. Reading them breeds tolerance and understanding of other ways of living, places, times and cultures. It develops concentration, self-reliance and confidence, as well as building vocabulary, use of language and general knowledge

‘

course he was right, although that is not the only reason reading matters. Books also bring tremendous enjoyment and

satisfaction. Reading them breeds tolerance and understanding of other ways of living, places, times and cultures. It develops concentration, self-reliance and confidence, as well as building vocabulary, use of language and general knowledge.

SecEd • May 27 2010

strong deep-end reader can read quickly for meaning without having to “translate” each individual word into a sound. We cannot afford to let our charges fail to develop

the book-reading habit. In 2003 a study in 37 countries by the Programme for International Student Assessment (PISA) found that the most important factor for academic success was the amount of time pupils spent

’

So what are the factors which impede deep-end

reading? Dr John Dunford, general secretary of the Association of School and College Leaders told his union’s 2010 conference that pupils are harder to motivate in the internet age because each day children spend an average 1.7 hours online, 1.5 hours on games consoles and 2.7 hours watching television. And we all know how difficult that makes it to interest students in less immediate (to them) media. Another problem is a dependence on subvocalising, which fast and fluent readers do not have. A subvocaliser reads every word aloud to him or herself – inside the head but without speaking. A

Books also bring tremendous enjoyment

 



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

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 

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 

  



   





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