Survey of Middle Grades Reading Issues
Four copies of the Survey of Middle Grades Reading Issues were sent to all Indiana middle grades schools in May 2009. A total of 269 copies were returned by counselors, library media specialists, principals, and teachers. Some provided names for a drawing for a set of the 2009-2010 Young Hoosier Book Award books. A drawing was held and the following five individuals were selected to receive a set of the 2009-2010 Young Hoosier Book Award books: Barbara Miller, Cowan Jr/Sr High School, Muncie; Jodie Scales, Selma Middle School, Selma; Billie Wallmann, Frontier Jr./Sr. High School, Chalmers; Kelly Gant, New Castle Middle School, New Castle; and Shannon Fuhs, Heritage Hills Middle School, Lincoln City.
Two types of data analysis were utilized in preparing the report. Quantitative results were based on the rating by counselors, library media specialists, principals, teachers, and others (curriculum coordinator, English department chair, instructional aide, library aide, media aide, and Title I aide). The 15 topics addressed were the following: 1) Classes for struggling readers, 2) Contacts with feeder schools about reading achievement, 3) Employment of licensed reading teachers, 4) Increasing high school graduation rates by attention to reading skills, 5) Library book acquisitions growing to keep collections current, 6) Library book circulation, 7) Professional development for reading teachers, 8) Reading classes available, 9) Reading promotion within the school, 10) Reading skill materials available to reading teachers, 11) School district reading leadership, 12) School reading environment, 13) School-wide reading programs, 14) Summer reading promotion, and 15) Use of public libraries by students. Comments provided qualitative results in all the above areas.
Most middle grades school counselors, library media specialists, principals, and teachers agree with the following:
= Schools feature an environment in which reading is valued promoted, and encouraged.
= Independent reading is supported by a satisfactory circulation of school library books.
= Schools provide programs such as the Young Hoosier Book Award Program from the Indiana Library Federation, commercial programs such as Accelerated Reader and Reading Counts, or a reading incentive program developed by the school.
= Class schedules provide for reading and for language arts (English) classes.
= Schools are ensuring that students’ reading skills are appropriate for high school work.
= Teachers are aware of reading skill materials appropriate for the reading levels of all students and have access to them.
= Reading promotion similar to that in elementary schools is evident throughout schools.
= Reading teachers have opportunities to work with other reading teachers, attend corporation professional development reading meetings, participate in college reading classes, and attend state and/or national reading meetings.
= Middle grades reading is an important part of corporations’ reading programs, and sufficient help and encouragement are provided to reading teachers.
Most middle grades school counselors, principals, and teachers, but not school library media specialists, agree that:
= Schools purchase enough new books each year to keep collections current.
Most middle grades school counselors, library media specialists, principals, and teachers disagree or are undecided about the following:
= All struggling readers have been identified and are receiving appropriate reading instruction.
= The school has licensed reading teachers or is encouraging teachers to obtain reading licenses.
= The school staffs are aware of feeder school reading programs and work closely with feeder school staffs.
= The school promotes summer reading and keeps track of results.
= Most students have library cards and use them during the school year as well as in the summer.
Recommendations
Indiana middle grades schools should continue their efforts to build strong readers by featuring a good reading environment, promoting circulation of school library books, providing programs that focus on school-wide reading, providing reading classes, increasing reading skills, promoting reading similar to elementary schools’ commitment, providing reading professional development, and providing corporation leadership and support. The Middle Grades Reading Assessment, available from the Middle Grades Reading
Network, will help schools assess their reading programs.
Six areas should receive special attention. These are: 1) Identify and provide appropriate instruction for struggling readers, 2) Add licensed reading teachers to the school staff, 3) Increase awareness of feeder school reading programs and work more closely with feeder school staffs, 4) Promote summer reading and keep track of results, 5) Work more closely with public libraries, and 6) Help the staff understand the need to purchase enough new books each year for the school library.
= Schools should provide norm-referenced reading tests in addition to ISTEP tests to identify struggling readers. These can be administered school-wide or by reading teachers. Norm-referenced reading tests provide comprehension and vocabulary grade level results showing clearly those students who need special help with reading skills and provide specific information about needed instruction. Also useful are report card marks and teacher recommendations. Classes for struggling readers should be taught by licensed reading teachers equipped with appropriate reading materials.
= Many Indiana colleges and universities have programs leading to reading licenses. Contact local colleges and universities to seek student teachers working on reading licenses. Help teachers become aware of graduate programs that lead to reading or reading specialist licenses. Add licensed reading teachers when filling vacancies.
= Provide opportunities for middle grades reading teachers and school library media specialists to interact with feeder school reading teachers and library media specialists. Visit feeder schools and invite their reading teachers to visit middle grade schools. Share information about reading test results, reading materials and methods, time devoted to reading activities, and school- wide reading incentive programs.
= Promote summer reading with Summer Reading Logs, lists of recommended books, posters, Web site information, letters to and meetings with parents, and provide fall recognition for students who read during the summer.
= Share information about the funding for school library books with the staff. Share information found in the 2008 Trend Analysis of Indiana K-8 Library Services Since the School Library Printed Materials Grant provided to all schools or available at <http://mgrn.evansville.edu/Library2008.pdf>. Help them understand the need for purchasing two books per student per year to keep collections current and to understand the positive effect of new books on circulation. Share the need for students to practice their reading using current, appealing, high-interest, useful books, and other reading materials.
Copies of the full report were sent to middle grades schools, superintendents, and college and university reading professors. It is also available online at <http://mgrn .evansville.edu PDFsDrH.pdf>. The full report provides information about how counselors, library media specialists, principals, and teachers responded to each of the 15 issues.