It takes more than schools to develop competent middle grades readers.  Schools have the potential not only to provide excellent reading programs but also to influence how the rest of the community supports these efforts.  Between birth and their 19^th birthday, American children spend 9 percent of their time in school and 91 percent elsewhere.

      High reading achievement flows logically from homes, schools, and communities that work together.  We know with uncommon accuracy just that particular blend of teacher, librarian, parent, and youth-service professional interaction present in a community of readers.

      What happens in schools depends largely on the priority given to reading.  When reading has a high priority, reading courses are provided for all sixth, seventh, and eighth grade students.  These classes are taught by licensed reading teachers who have an array of materials and teacher-scored tests suitable for the wide range of reading levels present in every reading class.  

      Furthermore, independent reading is an integral part of reading courses.  Students visit school libraries each week as a part of their reading class schedule.  The school library has an extensive and current collection of books, magazines, and newspapers.  All students have the opportunity to participate in the Young Hoosier Book Award Program and are encouraged to read independently through a variety of schoolwide reading incentive efforts.

      In a school with a high priority given to reading, teachers are outstanding reading role models.  They are readers and share books with other teachers.  Classroom and hall displays help create an atmosphere that encourages reading for everyone associated with the school.

      But even with all the resources that schools are capable of utilizing to develop competent readers, they can’t do the job alone.  There are many partners outside of school to help, and while this support may happen for some students without any actions from schools, chances are excellent that support will come when schools take an active role in reaching out to the rest of the community.

      Three essential elements that support schools in building a community of readers are homes, public libraries, and youth-service agencies.  While individual reading teachers can reach out to families, librarians, and youth-service professionals, much more can be accomplished through schoolwide efforts.  Here are some examples.

      Although some middle grades schools are located within walking distance of a public library, most visits from schools involve a field trip and the expense of bus transportation.  This is logically a schoolwide event rather than an individual teacher action.  Schools can annually arrange for all students at one grade level to go to the nearest public library, where a tour would be conducted, programs explained, and arrangements made for students to obtain library cards.  As an increasing number of students read public library materials outside of class time, reading achievement will naturally increase.

      Parents can be provided with lists of books to obtain from a public library or to purchase for their children.  Parent meetings can be held in the nearest public library, where parents can find access to books and services of interest to them and to their children.  Schools can provide a list of tutors to parents, as well as information concerning free tutoring at youth-service agencies or local colleges and universities.

      Youth-service agencies may be able to provide facilities and volunteers to assist students, but their work is more effective when schools provide background information, materials, and help from reading teachers in determining levels of instruction and procedures for effective instruction.

      Students spend most of their time outside of schools.  What they do with their time has an impact on reading achievement, and schools benefit when they are deeply enmeshed in efforts with other key partners.   Thinking beyond the normal school program is both an opportunity and a necessity for schools that place a high priority on developing a community of readers.