Networds’s High Interest/Low Readability titles were a big hit with our struggling readers. I received the list last spring and supplemented it with additional high/low non-fiction titles from Scholastic’s Science and Social Studies catalogs. When the books arrived, I cataloged and labeled them exactly as I would any other books but stored them on reserve carts in the library instead of shelving them with the general collection.

      Three classes, whose test scores showed them reading below grade level, were introduced to the new books in October. Each student was given a response sheet and an evaluation rubric for each book selected. (Evaluation forms are available by request at dkeogh@tcsc.k12.in.us). Students were asked to determine if these books were “highly readable” and if they had been accurately described as middle school level books for content and interest. Students were encouraged to exchange books often and discuss their likes and dislikes of certain titles. As predicted, non-fiction titles were selected for checkout much more quickly than fiction. However, as students evaluated the books, certain fiction titles clearly stayed near the top of the score sheet. (In particular: A Boy at War by Mazer, Million Dollar Shot by Gutman, and Aquamarine by Hoffman.)

      The students gave the overall project their stamp of approval. Most enjoyed reading the books, claimed the vocabulary was comfortable, and said they would choose the books again for either independent reading or an assignment. The majority of the students appreciated the pictures, graphics, and organization of the books. Several students commented on the covers, giving very high marks for hooking a student’s interest (Tears of a Tiger by Draper, NASCAR’s Wildest Wrecks by Doeden). The books that received exceptionally low marks clearly had less expensive and less attractive cover art.

      Only one student refused to read any of the books; several read over a dozen. When asked if the books should remain on reserve carts or be shelved with the rest of the collection, students shared mixed opinions. One girl stated, “Books are books. Everyone should be able to pick these!” Yet another student said that the books should stay on carts so that everyone would know they were “mostly good ones.” There’s no question that the response to the books was overwhelmingly positive.

      I have tried to be more aware of the need for high/ low books and spend more time promoting them to all students, keeping them on display at any given time, and including a few whenever I have book talks. Some titles remain very popular (You Wouldn’t Want to Be…); some never move, often because of unappealing packaging. If the cover art is of poor quality, or if the books are bound in a very small format, the chance of attracting readers is diminished.

After concentrating on high/low books for several months, I know they are making a difference with my students. Selecting these books is quite time consuming, and there is no question that I am spending much more time

trying to connect these students to the high/ low books. But the results are worth the effort because I am circulating more books than ever before to our struggling readers.  These same students are making more trips to the library and are more willing to ask for help in selecting books to check out. Our high/ low project has increased circulation of library books among our struggling readers, has improved their opinion of the library and its offerings, and has changed the way students select books for both projects and personal reading.