Developing Adolescent Readers

In order to best support your child’s reading proficiency, we are pleased to offer a personalized reading support class to ensure reading growth at Justice Page Middle School.

Reading Workshop fosters the intelligent habits of thoughtful, curious, metacognitive readers. This course helps students establish and reach individual reading goals in the areas of comprehension, fluency, vocabulary, and writing skills. Through both independent and guided reading experiences, students will select texts based on personal enjoyment and interest. Students will also be coached in ways to broaden their reading habits, in navigating and interpreting different types of texts, and in becoming critical analyzers of both print and digital texts.

Reading 2 is a daily, data-driven reading course with a high degree of individualization and differentiation for students who are 2 or more years behind in reading achievement scores. Students will build reading fluency and stamina in a structured class that engages students in text-dependent tasks using guided reading groups and reading software.

Creating opportunities to read for pleasure
All learners, but especially students ages 12 and older need the regular opportunity to read something of their choice. Not surprising, evidence shows students become better readers by reading more often! Reading at least 20 minutes daily helps improve comprehension, fluency, vocabulary, and self-monitoring skills. Research also shows that students’ interest in reading is inversely proportional to the number of years spent in school; that is to say that as students get older their interest in reading often diminishes. For this reason adults need to foster opportunities to read for pleasure and read in a social context.
Creating opportunities to respond to reading
Learners must have the opportunity to respond their reading through talking, writing, or even drawing. Literature circles at school are one way to provide this kind of experience. At home, adults and peers can foster the opportunity to respond to text through casual conversation about what they have read or students can practice annotating their text by underlining, highlighting, writing in the margins, or writing in a notebook or journal. According to research and best practice, nothing enhances comprehension more than talking about we are reading and learning. Talking with peers about text can also sharpen thinking skills and increase motivation to read
Explicitly teaching literacy skills
Readers need explicit instruction in strategies for reading. Explicit instruction at Justice Page Middle School is about showing rather than telling. Adults need to show kids how comprehension happens for them. Learners need to understand how to make sense of text, how to tackle difficult texts, and how to clear up misconceptions. Some readers may need additional instruction in decoding and fluency, but all readers need to be taught and reminded strategies for comprehending different types of texts.
This is a summary of recommendations for growing confident, capable, motivated readers. These recommendations were prepared by Holly Kragthorpe-Shirley and they reflect a summary of reading research from Harvey, Daniels, Allington, Pearson, Cervetti, Tilson, and Darling-Hammond.
PDF Slides for parents   --  Slides from Dec PTA mtg about our school-wide reading program
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