Attention needed for the many factors that influence middle grades reading achievement

Jack Humphrey

             Most state tests include separate reading scores for grades 3-8.  Unfortunately, many middle grades schools in these states were caught unprepared for the publishing of reading scores and consequently were behind other similar schools in their states that had spent time building up their reading programs. As a result, states that make reading scores known to the public are devoting much more attention to reading.

        Indiana middle grades schools are fortunate because reading stakeholders in the early 1990s, including parents, teachers, principals, superintendents, and college reading professors, developed the Reading Bill of Rights for Indiana’s Young Adolescents.  Because middle grades reading achievement depends on many factors, it is helpful to review the eight areas that affect that achievement. 

Access to current, appealing, high-interest, and useful books and other reading materials in their classrooms, homes, public and school libraries, and other locations within the community.

Schools that feature an environment where reading is valued, promoted, and encouraged.

Dedicated time during the school day to read for a variety of purposes - for pleasure, information, and exploration.

Teachers and school librarians who continually seek to renew their skills and excitement in sharing reading with young people through participation in diverse professional development activities.

 Public libraries that provide services specifically designed to engage young people's interest in reading.

 Community-based programs that encourage students in all aspects of their reading development.

 Opportunities for reading at home and support from schools, public libraries, and community agencies to families with young adolescents to encourage family reading activities.

 Communities of Readers in which all adults–in school, at home, and across the community–serve as role models and provide guidance to ensure that reading is a priority in young people's lives.

         Middle grades schools have direct control over factors such as access to school library books, time, content, and personnel for reading instruction, providing and encouraging professional development, and promoting school-based independent reading programs.  Other factors such as family reading activities, use of public libraries, adult reading role models, and supporting community-based programs can be positively influenced by schools.

        The Middle Grades Reading Assessment can help. It provides assessment of the eight Bill of Rights areas.   Copies are available for all members of middle grades school reading assessment teams from << jh25@evansville.edu>>.  To view a copy online, see <<http://mgrn.evansville.edu/ReadAsmnt.pdf>>.