Students have high levels of reading literacy and become independent, life-long readers
Reading is a window to the world. Reading is a foundational skill for learning, personal growth, and enjoyment. The degree to which students can read and understand text in all formats (e.g., picture, video, print) and all contexts is a key indicator of success in school and in life. As a lifelong learning skill, reading goes beyond decoding and comprehension to interpretation and development of new understandings.
[From: Standards for the 21st Century Learner. www.ala.org/aasl/standards ]
Blachowicz, Camille and Ogle, Donna. Reading Comprehension: Strategies for Independent Learners. 2nd Ed. New York: Guildford Publications. 2008.
Research-based approaches to comprehension instruction, designed to help K-9 students compare and evaluate print and online sources, build study skills, and become motivated readers.
Farstrup, Alan E., Samuels, S. Jay. 2002.
What Research has to say about Reading Instruction.
International Reading Association, 2002.
International Reading Association (IRA)
Nnonprofit, global network of individuals and institutions committed to worldwide literacy. IRA supports literacy professionals through a range of resources, advocacy efforts, volunteerism, and professional development activities. Members promote literacy for all by:
- Improving the quality of reading instruction
- Disseminating research and information about reading
- Encouraging the lifetime reading habit
Marcoux, E., and D. Loertscher. The Role of a School Library in a School's Reading Program.Teacher Librarian 37.1 (2009): 8-14.
Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago, Ill.: ALA 2007.
Research shows that collaboration between classroom teachers and teacher-librarians improves overall effectiveness in increasing student's reading comprehension and achievement. This resource shows how to develop these co-teaching strategies.
Moreillen, Judi. Position Yourself at the Center: Co-teaching Reading Comprehension Strategies.Teacher Librarian 35.5 (2008): 27-33.
New York State P-12 Common Core Learning Standards for English Language Arts and Literacy (2012)
American Association of School Librarians. Position Statement on the School Library Media Specialist’s Role in Reading.2010. http://www.ala.org/aasl/advocacy/resources/statements/reading-role .
American Association of School Librarians. School Library Media Specialist's Role in Reading Toolkit. 2010. http://www.ala.org/aasl/advocacy/tools/toolkits/role-reading .
Adolescent Literacy Walk-Through for Principals (PDF 307 KB)
(A Guide for Instructional Leaders)
Web site looks at three categories of literacy; visual, media, and information literacy. Children are exposed to imagery that they must constantly process and interpret. Literacy has come to mean much more than the ability to read. http://ccb.lis.illinois.edu/Projects/youth/literacies/lit_home.html
The Institute of Education Sciences (IES) guide presents practical
strategies that classroom teachers and specialists can use to help
students in grades 4 to 12 refine and build upon their reading skills.
Practice Guide: Improving Adolescent Literacy: Effective Classroom and
Intervention Central - multiple grade levels, multiple subjects, resource for progress monitoring, RTI interventions and differentiated instruction;
Reading Next: A Vision For Action and research in Middle and High School Literacy: A Report to the Carnegie Corporation of New York
Reading Rockets: Web tools to support elementary, reading;
Time to Act: An Agenda for Advancing Adolescent Literacy for College and Career Success
Carnegie Corporation of New York
Writing Next: Effective Strategies to improve Writing off Adolescents in Middle and High Schools: A Report to Carnegie Corporation of New York
[Photo credit: New York Library Association]