Costly thy habit as thy purse can buy,
But not expressed in fancy; rich, not gaudy – Hamlet
Many UK schools have invested in online ‘reading acceleration’ schemes which claim to foster a richer reading culture and to improve students’ motivation to read. Such a scheme will likely cost the school considerably more than the price tag of the licences, in IT equipment, librarian time, teacher time, and of course the books that the school must buy in. (See here for an estimate based on an EEF study).
Schools may find some value in this, especially if funding is readily available and the new product helps students to feel that they are part of something novel and exciting. It feels positive to have a display of students’ reading mileage; and when Ofsted comes calling it is always helpful to hand over a sheaf of statistics showing how reading levels and mileage are being tracked.
These are, of course, advantages of form, not substance. The reality is somewhat different. Any novelty will certainly wear off with time. There are other ways of tracking student progress in reading, and with more depth and greater reliability. Crucially, the success of the system does not actually rely on the software – it relies on the motivation, organisation and enthusiasm of the staff promoting it.
Then, of course, the big question is: do such schemes actually assist reading progress? The answer appears to be, not much – and for the weakest students, not at all. (See this post for example). If you are a student reading three years behind, this approach will not enable you to catch up during your entire five years at secondary school.
The fact is, we don’t need to import a system when we already have able and intelligent staff who know their students. Points on an IT system will not motivate most teenagers for long. It is the interactions between staff and students that build motivation, and that provide the foundations for a reading culture. Limited resources should be targeted where they are most needed.
Here are 8 steps to building a reading culture without resorting to an unnecessary software package :
- Use standardised tests already in school. Some of the pre-packaged test scores bounce around a lot which makes them difficult to use for tracking progress. If your school lacks a good standardised reading text, it is a high priority to obtain one.
- Teach students how to work out if a book is too hard for them (e.g the five-finger rule). But don’t stop them from reading challenging books!
- Use free online readability calculators to check the appropriate reading level for each book. Show students how to use this method for themselves.
- Have students write quiz questions for books. Store these quizzes centrally in the school library for use by others. If stored digitally, they can become a modifiable ‘wiki’ resource.
- Have a wide range of activities available for students to respond to different books. Use the resulting performances, talks and displays to keep raising the profile of reading across the school. An example list is here.
- Award recognition according to students’ needs, not a pre-determined formula. Consider effort, obstacles and improvements in attitude as avenues for recognition. Celebrate all forms of progress, and take into account students’ circumstances in a way that software can’t.
- Have students keep a diary, log or “passport” to track what they read and when. Have parents support by listening to their children read, signing the passport, and talking to students about book recommendations.
- Track overall attainment through school-wide standardised testing. Ensure progress for low attainers is tracked as part of a suitable, age-appropriate intervention. Independent reading on its own is not enough to help those reading two or more years behind to catch up.
It may seem that all this relies on the strength, commitment and enthusiasm of the school librarian and the English staff. That’s because it does – they are indispensable to the success of any reading promotion scheme. Handing over the ownership of that process to the team who will deliver it is much more likely to bring long-term success than asking them to fit into the pre-programmed systems of a multi-national software company. And you won’t have to hand over thousands of pounds every year.
You may also be interested in . . .
If you are interested in other ways to audit spending, target resources more effectively, or choose appropriate interventions, you can join this one-day workshop for literacy leaders.
A longer version of this post is available as a PDF download here.
A PDF of sample reading response activities is also available here.