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Research
In 2004, the National Endowment for the Arts (NEA) published Reading at Risk: A Survey of Literary Reading in America that showed Americans in almost every demographic group were reading fiction, poetry, and drama – and books in general – at significantly lower rates than 10 or 20 years earlier. The declines were steepest among young adults.
More recent findings found in the 2007 To Read or Not to Read: A Question of National Consequence by the NEA attest to the diminished role of voluntary reading in American life. The data prompt three unsettling conclusions:
- Americans are spending less time reading.
- Reading comprehension skills are eroding.
- These declines have serious civic, social, cultural, and economic implications.
Developing Readers
Motivation can determine whether adolescents engage with or disengage from literacy learning. Read about the common myths about adolescent literacy and recommendations for effective adolescent literacy instruction in Adolescent Literacy: A Policy Research Brief produced by The National Council of Teachers of English (2007).
Reading Next - A Vision for Action and Research in Middle and High School Literacy: A Report to the Carnegie Corporation of New York by Alliance for Excellent Education (2006) This report delineates fifteen elements aimed at improving middle and high school literacy achievement right now.
Books, Access, Classroom Libraries
Children in classrooms without literature collections read 50% less than children in classrooms with such collections. What does “access to books” really mean? Read a position statement by the International Reading Association, Providing Books and Other Print Materials for Classroom and School Libraries (2000).
The Impact on Trade Books on Reading Achievement by Scholastic, Inc. highlights recent studies on the positive impact of trade books aka children’s books on reading achievement. This report is compliments of The Booksource.
Standardized Tests
Does high stakes testing always force educators to “dumb down” instruction to focus on rote skills and memorization? Do schools that spend a lot of time on test preparation and “drill and kill” instruction actually perform better on standardized tests than those that do not? Read Teaching to the Test? Just Say No (2006) by the Center for Comprehensive School Reform and Improvement to learn more.
Referenced in the study above, the Chicago Consortium on School Research (CCSR) produced in 2001 Authentic Intellectual Work and Standardized Tests: Conflict or Coexistence?
Professional Community
Are teachers spending time on items related to academic focus? Does their talk reflect real belief in the students and shared responsibility? Learn more about teacher professional community in Teacher Teams: Three Strands Form Strong School Leadership, a 2006 publication by the National Staff Development Council.
A sampling of research studies of note:
National Reading Crisis
Reading Between the Lines: What the ACT Reveals About College Readiness in Reading
(2008) by the well-known testing group ACT reports that only about half of our nation’s ACT-tested high school studentsare ready for college-level reading. What does the shortage of basic literacy skills cost U.S. businesses, universities, and underprepared high school graduates?
(2008) by the well-known testing group ACT reports that only about half of our nation’s ACT-tested high school studentsare ready for college-level reading. What does the shortage of basic literacy skills cost U.S. businesses, universities, and underprepared high school graduates?
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