Why are Reading Incentive Programs so popular?

• 37% of fourth graders (nationally) do not read at a basic level.
• 54% of students eligible for free/reduced lunch cannot read at a basic level.
• If a student is a poor reader at the end of first grade, there is a 90% probability
  he/she will still be a poor reader at the end of fourth grade.
• 75% of students whose reading difficulties are not identified by fourth grade will still have poor reading skills at the end of high school.
  
  
  
  

Encouraging Reading by Learning From What Does Not Work

In these times of No Child Left Behind, schools are interested in what works best to raise test scores, improve comprehension, and motivate students to read. Because of the individual needs of readers in different age, cultural, and linguistic groups, it is difficult to make a single prescription for all. It does appear that real engagement in reading is not the product of strategies alone, but a combination of self-efficacy, interest and strategic knowledge. Ivey and Fischer (2005) outline 5 Strategies that DO NOT work:

• Not let students read. Students need instruction, but they desperately need opportunities to negotiate real texts for genuine purposes. Consider promoting Sustained Silent Reading time in the instructional day.
  
• Make students read what they do not know about and do not care about. Teachers who understand their students’ backgrounds, prior knowledge, interests, and motivations are more likely to help students make the necessary connections between the student and literature.
  
• Make students read difficult books. In order to comprehend what they read, students must start by reading texts that make sense to them.
  
• Interrogate students about what they read. Teaching comprehension skills is much different than testing comprehension with literal-level questioning.
  
• Buy a computer program and let it do all the work. Although computer programs may reinforce skills, the most helpful intervention programs increase rather than decrease teacher involvement. Additionally, interventions should be based on assessment information and provide students with comprehensive reading instruction rather than a focus on single topics such as phonics, fluency, or spelling.
  
  

What should we do to encourage a love for reading?

To bring about a change in reading attitude, comprehension, and instruction, schools must devote resources to support training for literacy personnel. Resources must also be devoted to the acquisition of large quantities of high quality, diverse, multi leveled reading material in all subject areas. Schools that provide a balance of support to the areas noted above set the stage for effective reading success with their students.