Prereading Strategies: What the Research Reveals on How to Motivate Tween Readers to Pick Up a Book

Lesesne summarizes favorite prereading and postreading strategies of younger (kindergarden through fifth grade) and older readers (sixth through twelfth grade), as reported by Gibson (2004) and Giles (2005). Lesesne looked for commonalities between the two lists. One of the favorite prereading activities of younger and older reader is reading aloud. When a teacher reads aloud to students, it helps with motivation. Beyond that, reading aloud also aids "listening comprehension", and "can provide students with a model of fluency". Audiobooks are a helpful medium here, "but should never supplant, the reading aloud experience" (Lesesne, p.39(. 

Both younger and older readers state that choice is a key prereading factor in enjoying books. Some strategies to help students choose books are listed. Lois Buckman, a high school librarian in Texas, provides a unique approach. She "locate[s] a few book carts throughout the library, some of which she designates for student use in research for class assignments, while a few sport labels and signs indicating their contents. Lois alternates the books on these carts over the course of the school year. She might begin with some tried-and-true choices aimed at the types of books student want. New additions to the library might be featured one month; a cart in October is sure to have scary stories; February's cart must have love stories as well as love sucks stories. Lois also separates Texas reading list books onto carts. Like most states, the Texas Library Association each year develops lists of books for students from age two to grade 12" (Lesesne, p. 40). 

Booktalking is a method used by teachers and librarians. Highlighted books are briefly described. It is the book's charms that are of main focus. These charms are used as selling points by booktalkers to hook readers' interest, and hopefully motivate them to pick up the book and begin reading!

Classroom libraries must allow students a range of choices, as well. Despite the range of books available in the classroom, regular trips to the library are also needed. For the reading-bug to take effect, students need to be provided with as many books as possible. Limiting students to only those books available in the classroom will not allow them to grow into readers. Gifted students that read beyond the level of their peers will be significantly disadvantaged if restricted to only classroom books, for books chosen for the classroom generally reflect the read level of the majority of students. On the opposite side of the spectrum, struggling readers will also negatively suffer: they will be without the selection of books that they can easily read.

Lesesne, T.S. (2006). Naked reading: Uncovering what tweens need to become

 lifelong readers. Portland, ME: Stenhouse. 

A Prereading Strategy: Book Ownership

Owning books is a powerful "prereading strategy" (Lesesne, 2006). When children buy books or receive books as presents, they end up wanting to read more. Through grants funded by the Reading is Fundamental (RIF) organization Lesesne's school library was able to allow students to keep books that they checked out. Several researchers have documented a connection between owning books and reading. In general, less affluent families purchase less books than affluent families. This makes sense. When you have barely enough money to put food on the table, are you going to buy books? The lack of books that these families own translates into children being less likely to develop into readers. 


Children from more affluent families, who have lots of books, see themselves as readers.
Subconsciously, the knowledge of being surrounded by books sends kids the message that books are important. They watch their parents reading and are motivated by this. Their parents read to them more than parents who do not see themselves as readers. Stephen Krashen writes: "children and adolescents from low-income families have very little access to interesting and comprehensible reading material at home, in their neighborhoods, and even at school. It is because of this lack of access to books that these students are the ones who score lowest on tests of reading" (Lesesne, p.42). 

Lesesne's words of wisdom on how to place more books into the hands of less affluent children is promising but falls short of widespread changes. Points from book clubs for free books are one example. She encourages teachers and librarians to do whatever is in their power to allow children to keep books that matter to them. Lesesne provides an endless stream of suggestions on how to add books to children’s home libraries. Allowing children to keep material they value for longer periods of time is but one example. It is clear that Lesesne’s heart is in the right place, however, translating her suggestions beyond the confines of the school library is a riddle I can't solve. For change to be useful, it must come from a higher sphere. Individual librarians may wish to change policy, but without the help of those in power are at a loss. Allowing one child to keep a book longer than another, for example, is in direct opposition to library policy, which states that everyone should be treated equally. Of course, nothing is equal. Public libraries are far from equal bastions of learning. Those housed in richer areas invariably have broader collections than those housed in poorer sections. Libraries in affluent neighborhoods also offer more services and employ more staff. 

While I understand that owning books is a powerful reading motivator, I sometimes wonder whether we're making too much of this. Popular librarian Nancy Pearl has written about falling in love with books at the library. She grew up in a poor family in Detroit, which lacked the resources to purchase books. So she made the library her home. She gobbled up every book she could find and made friends with librarians. Theo, the eleven-year-old heroine from Kit Person’s Awake and Dreaming followed a similar trajectory, developing into an avid reader despite the lack of books at home. Instead of focusing on book ownership, I think it is more useful, much more meaningful, to understand the psychology of those from non-affluent families who do become readers. Are they readers because of innate differences, or do they become turned onto books via the helpful ministrations of librarians, teachers, or other adults? How can we as librarians step in and meet the needs of this economically disadvantaged group? 

 Lesesne, T.S. (2006). Naked reading: Uncovering what tweens need to become

 lifelong readers. Portland, ME: Stenhouse. 

What are Popular Novels Teaching Tweens?

Tweens are constantly bombarded with media messages. In the process of reading over fifty books for my book blog this semester, I noticed a disturbing trend. Many popular books such as The Diary of a Wimpy Kid are sending the message to boys that it is ok to disrespect friends and to behave in an unfeeling manner. However, others like Sue Nielson’s Word Nerd illustrate the opposite. The hero of Word Nerd, twelve-year-old Ambrose is an atypical character, with an unusual fashion sense and avocation. Consequently I wonder whether tween boys would relate to him as readily as with other popular characters such as Harry Potter, Artemis Fowl II, and Greg Heffley.  Critics have called Artemis Fowl II similar to J.K. Rowling’s Harry Potter, primarily because of his decision to step into his missing father’s role, and the presence of mythical creatures in his stories. However, the connection stops there. Unlike Harry, Artemis Fowl II is a cruel-hearted criminal. The warmth, friendship, and inspirational values on display in the “Harry Potter” series are noticeably vacant in the Artemis Fowl collection of books.

If popular novels are teaching tween boys to suppress their feelings and engage in violent acts, what are some of the messages that tween girls are learning? Since tween literature is weighted towards a female audience, the message directed at tween girls is much more positive. The historical novels of Karen Cushman encourage girls to reach for the top, and poignantly illustrate their ability to do anything they set their minds to do. Rachel Renee Russell’s Dork Diaries series extends Cushman’s philosophy, rewarding Nikki Maxwell’s strength and determination at the expense of her superficial nemesis, MacKenzie Hollister. Tish Cohen’s The Invisible Rules of Zoe Lama, Jane Birdsall’s The Penderwicks, and Cynthia Lord’s Touchblue highlight strong role models for tween girls. If only books for boys functioned similarly. 

Tween Librarianship: Some Controversies

Anderson (2007) conveys some of the difficulties at work in young adult librarianship. There is some confusion over which books are acceptable for tweens and which books are better suited to teens. I noticed this discrepancy myself when visiting my local library this past week. The “middle school” section of the Carlsbad library houses Newbery Medal books, however, Michael L. Printz award-winning books are located in the teen department. Both awards are suitable for tweens; the latter award is geared towards twelve to eighteen-year-olds, whereas the former applies to those up to fourteen years.

In addition to controversies over where to place tween literature within the library, librarians wrestle over whether children’s or young adult librarians should be held responsible for tween programming. As discussed, there exists substantial overlap in the tween age category. Some tweens may identify more with children, while others may readily relate with adolescent groups. The wide range of tweens makes programming especially difficult. Instead of offering programming for separate ages, why not focus on specific interests instead? Tweens can choose to attend programs that reflect their specific tastes. There may be some programs that tweens would prefer to keep to those their own age. For example, literature circles and informational literacy classes are best when the participants are of the same age.

Anderson, S. (2007). Serving young teens and ‘tweens. Westport, CT: Libraries

 Unlimited. 

Keeping Tweens Connected to the Library

The process of maturing into a teenager is of monumental importance, and tweens are desperately in need of what the library has to offer. Unfortunately, most public libraries turn their back on tweens when they need help the most. Within most public libraries “space” is at a premium. Shelving space generally prioritizes children’s or young adult literature. If proper conditions are in place, tweens will continue to make use of their libraries. However, what often happens at this time is that  “tweens become less interested in the library” (Anderson, p. xxiii). Even tweens who grew up loving the library often decide when they become tweens that the library is no longer a cool space, and refuse to avail themselves of library services. “Without a positive adult influence promoting the library as a resource these tweens and young teens might turn them away from the library. Losing their patronage at this early stage can mean losing them for life” (xxiii). 

How are librarians to serve tweens with this knowledge? The transition from tweenhood to adolescence is one of the most difficult developmental stages. Tweens need all the support available to them. Public and school librarians can join together in planning programming, and extend decision making to middle-school teachers. Librarians could visit individual classrooms weekly, bi-weekly or monthly to booktalk and share upcoming library events. Teachers and school librarians could follow through with parents, reminding them of important events and programs available at the school and public library.

Anderson, S. (2007). Serving young teens and ‘tweens. Westport, CT: Libraries

 Unlimited. 

Nonfiction

Sullivan (2002) and Jones, Hartman and Taylor (2006) illustrate the importance of nonfiction for tweens. Unfortunately reviewing bodies such as School Library Journal, Voice of Youth Advocates, Booklist, and Publishers Weekly prioritize fiction, rarely reviewing nonfictional books. Reviewers of nonfiction mostly emphasize superficial aspects, turning a blind eye to the aesthetic qualities of the genre. Sullivan notes that many professionals are under the impression that tweens only refer to nonfiction for help with school assignments. Moreover, some reviewers, librarians, and teachers equate the reading of nonfiction as “not ‘real reading’” (p. 65). These findings couldn’t be further from the truth! Many reluctant readers prefer nonfiction books. Sullivan (2003, 2009) argues that simply including engaging nonfiction books in library collections and advertising them to boys may be enough to spark boys’ desire to read. To become inspired by books, boys need male role models and books that connect them to their fathers.

While we cannot instantly change the fictional emphasis at work in professional journals that review tween literature, we do have the power to alter how nonfiction is perceived in our libraries. When choosing tween nonfiction titles, library selectors should choose some books that supplement school curriculum and others that satisfy outside interests. Selectors need to be certain to choose high quality books, instead of books that feature "didactic and dull writing, unimaginative layout and design of text and illustrations, and repetitive use of stock photographs that do little to complement the text" (Sullivan, 2002, p.67). Booktalking nonfictional titles and advertising them in high-rent spaces within the library may attract the attention of young patrons who would otherwise choose fiction. Another idea is to include nonfiction in tween literature circles or discussion groups.

Sullivan, E. T. (2002). Reaching reluctant young adult readers: A handbook for

librarians and teachers. Lanham, Maryland: Scarecrow Press.

Sullivan, M. (2003) Connecting boys with books: What libraries can

do. Chicago: ALA.

Sullivan, M. (2009). Connecting boys with books 2: Closing the

 reading gap. Chicago: ALA.

Jones, P., Hartman M. L. & P. Taylor. (2006). Connecting with reluctant teen readers:

 Tips, titles, and tools. New York: Neal-Schuman.

The Ages of Tweens: A Wide Range

There is no clear definition of the specific ages within the tween category. Some authors include those as young as eight years, while others view nine as the starting point. As girls come to mature at earlier and earlier ages, the definition of tween is pushed far earlier than ever before. Some girls may identify as tweens at eight years, while other eight-year-olds may continue to behave as children. I define tween as between the ages of eight and fourteen years. However, the expression of this developmental stage varies from child to child. Consequently, the tween age range is only a blueprint.

Librarians need to understand that development does not come in a one-size-fits-all package. Just as collection librarians need to ensure that they include something to satisfy the majority of patrons’ tastes, so must young adult librarians remember that development varies widely. Consequently those librarians who work with youth between the ages of eight and fourteen years need to remain flexible with their recommendations. Ideally book selections should be tailored to each child. School and public libraries that serve these groups must ensure that a range of books for both young and old are available, and that collections are not overly weighted towards books for older readers. Library programming must also reflect a range of interests and developmental stages. Some tweens may prefer to attend children’s programs, while others may opt to attend young adult programs. Librarians must be prepared for any eventuality, and not pigeonhole tweens into one category.

Tween Development

There is substantial overlap between the Search Institute’s and the AACAP’S lists. Developmentally tweens are closer to teens than to children. However, by definition tweens are in between both groups. Though the word tween is of recent vintage, the experience of this in-between group goes back at least a hundred years. The expression of these physical, cognitive and emotional changes have remained constant through time and place. Tweens of the past longed for more independence, just like tweens of today. They also experienced profound cognitive changes, and struggled to understand physical changes taking place in their bodies. The onset of secondary sex characteristics is the only difference between tweens of the past and those of the present. Tween girls are maturing earlier than ever before.

In her novels, Judy Blume eloquently describes developmental anxieties common to tween girls. Her literary creations wrestle with coming to terms with getting their periods and developing breasts. They worry over what is cool and what is not, and how best to deal with the opposite sex. I vividly remember dealing about these issues as a tween. However, I don’t remember looking forward to these changes as Margaret Simon does in Are You There God? It’s Me, Margaret. Kit Pearson’s Elizabeth Chambers’ ambivalence about developing is reflective of my own experiences at that age. I would argue that the perception of these changes can be viewed along a continuum. At one end, children avidly anticipate maturing, while those at the other end detest change. I was a part of the latter group. Change was anathema to me. I wanted everything to continue on as it used to be, and I held onto my childhood for as long as possible. Most children fall somewhere in the middle, both ambivalent and excited about the profound changes that are happening to their bodies, minds and emotions. 

Reading Up

In her book blog, Jen Robinson highlights some of the issues about kids reading books that are developmentally or intellectually unsuitable for their age. In our society that is growing increasingly competitive by the minute, parents want to be able to give their children a head start on the competition. They mistakenly equate reading-up with advantages, but, as Robinson accurately notes, unknowingly these parents’ good intentions often contribute to life-long problems. Pushing kids to read books beyond their emotional or cognitive comfort zone is a terrible idea, for it disallows children from engaging with texts that speaks to their experiences and passions. Few kids that are pushed to read loftier and more difficult tomes will develop into readers. Numerous studies about passionate readers’ childhoods illustrate the importance of engaging readers with appropriate books that captures the hearts and minds of young readers. In study after study, Ross, McKechnie, and Rothbauer (2006) showcase the importance of giving children the power to choose their own books. Studies conclusively state that, contrary to popular belief, the reading of series books in childhood does not impair children’s ability to identify themselves as readers, and does not limit their ability to choose literary works later in life.

Robinson argues that children should be allowed to read more difficult fare, provided that the decision to read these books stems from the child. I agree with her logic, but only up to a point. Today children are blessed with an endless sea of appropriate fare. There is a book out there to satisfy every interest, and there are hundreds of children’s classics to choose for more advanced readers. If I was a librarian acting in a reader’s advisory capacity, and was asked by parents to choose books for advanced readers, I would gently guide them to the section of the library that houses the older tomes. In my mind, at least, there is little point in encouraging tweens to read books written for an older audience. However, I realize that some tweens may desire to read books for teens or adults and should be given the permission to do so. Tweens are wise readers, and will simply put down the book if it becomes too difficult. Hopefully they will return to these works when they are older.

Ross, C. A, McKechnie L. (E.F.) & P. M. Rothbauer., ed. (2006) Reading matters: What

 the research reveals about reading, libraries and community. Westport,

Connecticut: Libraries Unlimited.

http://jkrbooks.typepad.com/blog/2010/11/reading-and-grade-levels-keeping-it-fun-a-booklights-reissue.html

Literature Circles

Middle-school teacher, Elena Aguilar (2010), outlines the potential of literature circles to motivate reluctant readers. Through a literature circle Aguilar’s six-year-old son cultivated a passion for reading. Literature circles work because they put children in charge of their learning, making them active participants. Members of each circle vote on the books chosen, and play a major role in interpreting each text. Librarians or teachers do need to be able to offer guidance to the circle, however, the onus of each literary circle is on the participants, not the teacher or librarian. Decision-making primarily rests with child members. While an adult figure can interject or change topic when members grow argumentative and the discussion runs its course, it is good policy to allow the discussion to run with minimal adult involvement. The ability to decide which books are read and how to interpret these books throws children into active roles, significantly increasing the chances that they will fall in love with reading. Moreover, literary circles work because they make the learning process fun. Viewing learning as a game instead of a chore is a major part of the battle towards making learning a life-long pursuit. Every child should be given an opportunity to participate in a literary circle.

School and public libraries can offer literature circles for children and adults. Groups can range from those structured to satisfy highly-specified interests to general topics. For example, a group of tweens girls passionate about Anne of Green Gables might decide to read not only L.M. Montgomery’s oeuvre but also comparable works of fiction by Montgomery’s contemporaries, as well as  historical and biographical texts that describe late-nineteenth and early twentieth-century life. A range of genres should be included in every group. Aguilar notes that reluctant readers and boys often prefer nonfiction, so it is imperative that circles encourage members to think outside the fiction box.

http://www.edutopia.org/blog/literature-circles-how-to-and-reasons-why-elena-aguilar

Research on Boys and Reading

Ross, McKechnie, and Rothbauer (2006) summarize research on boys and reading, placing studies into three camps. Research in the first, essentialist category asserts that nature or genetics accounts for reading disparities between gender groups. Essentialist studies argue that reading preferences and learning styles are situated in the brain, and that these hard-wired differences can explain boys’ attitudes towards reading. “Identifying and providing boy-friendly reading materials and encouraging boys to interact with texts in male appropriate-ways is consistent with the essentialist approach to gender differences in reading” (p. 90-1). In Connecting boys with books 2, Michael Sullivan (2009) expands upon his earlier research on boys and reading (2003), offering that it is “not that boys’ brains can not handle reading, but that the way we teach reading does not speak” to boys (p. 5). It is important to remember that boys mature at later ages than girls, and that a lot of the differences we find between the reading experiences of boys and girls can be partially explained by brain development. The average boy is

a year and a half behind girls in reading throughout their school years. . . . 

The corpus collosum is, on average, 10 percent larger in girls than it is in boys. 

This means that boys are more likely to work with half of their brains, leaning 

toward either analytical or creative approaches, whereas girls tend to approach 

problems holistically, using some analysis and some creativity. . . . Reading. . . .

requires the use of both hemispheres of the brain (p. 25).

The gender reading gap is increasing at an alarming pace (Sullivan, 2003, 2009). Eighty-five percent of students in remedial classes are boys. Boys are more likely than girls to commit suicide, and to be diagnosed with ADHD. Moreover, as they grow, so does the reading gap. High-school boys are even less likely than those in middle or elementary school to identify as readers. When the effects of gender are coupled with race and socioeconomic class, the potential for turning boys into readers reduces significantly. Fewer African-American men graduate from college than African-American women and they are even less likely to earn a college degree than Caucasian men. Moreover, boys from impoverished households have less opportunities to engage with texts when compared to boys from affluent families;  as a result, they are significantly less likely to develop into readers.

The second category expands upon the essentialists’ arguments. Social constructivists assert that the majority of boys grow up to dislike reading, for reading is viewed as a feminized act (Ross, McKechnie, and Rothbauer, 2006). The majority of children’s librarians and reading teachers are women, and there are precious few male role models to inspire boys to pick up books. Whenever boys do see men reading, they’re reading periodicals or nonfictional literature. Moreover, compared to women, the majority of male readers view reading as a solitary pursuit. Librarians and teachers generally dislike boys’ genre preferences – nonfiction and fantasy. The majority of books which teachers or librarians choose prioritizes girls’ tastes. “Preference is given to books that are morally functional, that assist personal development and socialization. Books trump magazines; print trumps the visual; the serious trumps the humorous; fiction trumps nonfiction” (p. 91). Research has repeatedly shown that selectors invariably opt for girl-appropriate books, only carrying “one-third” of books that boys prefer (Worthy, Moorman and Turner, 1999). The reluctance of school and public libraries to purchase copies of boy-friendly books poignantly demonstrates the extent of inequalities at work within libraries. By withholding books that hold meaning to boys, libraries disallow boys from identifying themselves as readers.

The final category asserts that boys reject reading not because it is a feminized activity, but because it is tied with school (Ross, McKechnie, and Rothbauer, 2006). School-type questions differ from how boys naturally approach nonfictional texts; instead of reading about how to solve “a clear and immediate” problem, as happens outside of school, boys are asked to respond to specific questions; the central problem with this approach is that it prioritizes girls’ analytical method. I take issue with this category, arguing that all children, even girls, experience school-related angst. However, I readily support students’ right to choose which books are read. Atwell (2007), Krashen (2004), and Miller (2007) have documented the negative effects of teacher-chosen texts. One of the major reasons why boys and girls fail to identify themselves as readers is because teacher-chosen texts do not speak to them, and because reading assignments encourage the idea that reading is only useful when responding to teacher-driven questions. These negative feelings towards books, which are formed in school, bleed over into non-school reading. Books become forever associated with school.

What can libraries do to inspire boys to read and to identify as readers? Libraries need to order books that are meaningful to boys, and should offer a plethora of alternatives for boys to engage in text. Librarians need to understand the differences in which boys learn and express themselves, and need to refashion library spaces to make them equally appealing to both boys and girls. Boys need to see men reading and libraries can increase the likelihood of this by sponsoring boy only discussion-groups, read-alouds, and storytelling (Sullivan, 2003, 2009). Instead of a story-writing contest, why not encourage photo-or-drawing submissions? By creating a culture of books where boys’ reading preferences are valued, the possibilities of turning boys into readers significantly broaden.

Atwell, N. (2007). The reading zone: How to help kids become skilled, passionate,

habitual, critical readers. New York: Scholastic.

Krashen, S. D. (2004). The power of reading: Insights from the research. Westport,

Connecticut: Libraries Unlimited.

Miller, Donalyn. (2009). The Book Whisperer: Awakening the Inner Reader in Every

             Child. San Francisco, CA: . John Wiley & Sons.

Sullivan, M. (2003) Connecting boys with books: What libraries can do. Chicago: ALA.

Sullivan, M. (2009). Connecting boys with books 2: Closing the reading gap. Chicago:

ALA.

Ross, C. A, McKechnie L. (E.F.) & P. M. Rothbauer., ed. (2006) Reading matters: what

 the research reveals about reading, libraries and community. Westport,

Connecticut: Libraries Unlimited.

Worthy, J., Moorman, M., and M. Turner. (1999). What Johnny likes to read is hard to find in school.

            Reading Research Quarterly, 34(1): 12-27.

Realistic Tween Fiction: How Realistic is it?

The Secret Language of Girls. By Frances O’Roark Dowell. Atheneum, 2004. 256 pages. Tr. $17.99 ISBN - 978-0689844218

Eleven-year old Kate and Marylin have been best friends and neighbors since nursery school, however, their relationship soon hits a snag. Flannery, an older girl on their block is partly responsible for this rift. Marilyn, now interested in makeup and boys, no longer wishes to spend time with her unsophisticated friend, Kate. Marilyn’s snub hurts Kate. With time Kate becomes accustomed to the changes in Marilyn, though a part of her still longs for her friend. Is it possible for Kate and Marilyn to renew their friendship, or is this rift merely a normal part of development?

Frances O’Roarck Dowell’s prose is relatable to tweens’ lives. In writing about the rift between lifelong friends, Dowell poignantly explains the difficulties that come with development. Thinking back to your own middle-school years, you’ll remember how cruel girls can suddenly become to one another. In middle school it suddenly matters what girls wear, whether they wear makeup, and who they choose as friends. Uniqueness isn’t valued, and those that don’t fit in like Kate are often shunned. When the story begins Kate isn’t interested in boys or makeup; she’d much rather read, write, and play basketball. The story outlines Kate and Marylin’s growth. Kate decides that she likes boys, and agrees to a relationship with one, but soon learns that love is complicated. By turning this boy into her boyfriend, she experiences a range of new emotions. She desperately wants to confide in Marylin, but they aren’t on talking terms. Marilyn, in contrast, develops a crush on her teacher, and decides to join the cheerleading squad. Marilyn's young brother, Petey, wise beyond his years, notices that her new friends are actually a bad influence on his sister, and longs for the old-times to return. In acquiescing to her friends’ cruel plans, Marilyn exemplifies the poor choices tweens often make in order to fit in. Paisley, Kate’s new friend, poignantly illustrates how you can choose to be yourself, and still get others to appreciate you. Finally Marilyn learns this lesson, and it appears that Marilyn and Kate will return to being friends again.

Interpersonal Interactions: The Importance of Developing a Relationship with Each Tween

Lesesne demonstrates that often half of the battle in the process of encouraging tweens to read is getting them to recognize that reading material is omnipresent. In our jobs as librarians, we must work to disabuse tweens of the belief that reading books and textbooks is genuine reading, while reading magazines, blogs, and comics is not. We need to assure young readers that whenever they pick up that beloved magazine or comic book, they are engaged in the process of reading. Tweens need to understand that all readers choose from a variety of genres, and that it is perfectly acceptable to read lighter fare. In our work with tweens, we must ensure that we provide them with the same level of respect and opportunities to grow in their identity as readers that we afford to other more advanced readers.

As a group, tweens are far from monolithic. They encompass disparate levels of maturity, reading levels and passions, avocations, social intelligence, and informational requirements. Collections that serve this group, therefore, must consist of a variety of engaging material that addresses the developmental needs of tweens. Selectors should engage tweens in the selection process, getting them to weigh-in on purchasing decisions. Series books often play an influential role in turning kids into readers, and should play a fundamental role in each collection. Moreover, collections must ensure that chosen books appeal to a range of ages, tastes, and reading levels.

In addition to providing a balanced collection, librarians must ensure that they are meeting the individual needs of tweens. Meeting individually enables librarians to tailor their recommendations, providing tweens with the knowledge that there is someone in their lives that cares for them, and who understands the importance of questioning values, exploring the world, and growing as a person.

Reading Logs vs. Reading Notebooks

One of the early lessons Miller (2009) notes is that students abhor reading logs. They only work for students with strong support systems, where parents actually monitor that their children read. However, even here they fail. Tweens that read nightly may feel that their teacher doesn’t trust that they are actually reading. On the opposite side of the spectrum, reading logs fail to motivate reluctant readers.

Miller no longer instructs her students to keep track of time spent reading at home. Instead, she trusts that her students are reading. “Enthusiastic readers who eagerly tell me about what they read the night before are the only evidence I need that students are reading at home (p. 144).” However, she does make use of reader’s notebooks. What is the difference between the two?

The distinction between a “reading log” and “reading notebook” may seem slight on the surface, but peeling back the outer layers reveals important distinctions. Reader’s notebooks are student-centered learning tools, which allow students to monitor their own reading progress. Students are in charge of the books they choose to read, and reading is, therefore, pleasurable. Student record the books they’ve read, even those they haven’t finished. They also keep track of books they hope to read. And they aesthetically engage with every book, writing about what they liked or disliked.

So, while both mediums allow students to keep track of their reading, the feel of reader's notebooks is very different. Reading logs are extrinsically motivated, focused on teacher demands, whereas reading notebooks are intrinsically motivated, focused on the individuality of each student. For reading to become a life-long habit, it needs to become intrinsic. With reader’s notebooks, it’s all right if students give up on a book, having only read a few pages. Noting a book that’s failed to please provides students with an opportunity of furthering their identity as readers. By clearly defining what it was about the work that disappointed, readers can hone onto their critical muscles. Making a note of the disappointing book also allows readers to return to the book at a later date.

Miller, Donalyn. (2009). The book whisperer: Awakening the inner reader in every child. San Francisco, CA: John Wiley & Sons.

Critiquing Required Reading

The classics I was forced to read in school were uniformly depressing. Thankfully reading these melancholic works did not discourage me from picking up books on my own. But how many students fall in the same camp?  Let's imagine a society where kids are introduced to books and reading only at school. None of them are read to by their parents, have books at home, or are taken to libraries or bookstores. Teachers encourage students to read only the classics. They allot no class time to free voluntary reading (FVR). Students are only allowed to read assigned texts.

Some students are lucky enough to grow up in families that value reading. These students come to school with the love for reading already in place. The teachers they come in contact with can help to inspire them to read, but their task is relatively minimal. These students will turn to books, regardless of any teacher-related action. If they're blessed with a good teacher they will read. They will also continue reading if they're stuck with an uninspiring or negative teacher.

Now, let's compare these students who love to read with those students that come to school without the reading-pump primed. Students in the latter camp arrive at school already at a loss. They desperately need to be inspired by books, yet this rarely happens. Instead of being introduced to the magic of reading via FVR, they're introduced via the world of classics or assigned texts. Not surprisingly, they fail to become inspired. Few develop into readers.  It is only when those rare teachers like Donalyn Miller do cross their paths that genuine change is effected, sparking a lifelong love affair with reading. Why should we leave reading so much to chance? Wonderful teachers are only too rare.

The opportunity to develop a taste for reading should not depend on the luck of the draw. Every student should be given the same opportunities to thrive. One way to accomplish this would be to drop "required reading" from the curriculum. I do believe that students will pick up classics on their own, especially if they've experienced a book flood. The approach Miller uses helps to push kids’ reading muscles, without giving them a negative taste for reading. School and public librarians can help teachers impart a love for reading, by providing a range of highly-engaging books, and plenty of opportunities to connect with fellow readers.

A Developmentally Appropriate Approach: Awakening the Inner Reader

I thoroughly enjoyed reading The Book Whisperer: Awakening the Inner Reader in Every Child. Donalyn Miller, a sixth grade language arts/social studies teacher in Texas, provides a student-centered teaching plan to kindle reading. Unlike other teachers, who teach whole-class novels (i.e. the entire class reads the same novel), Miller argues that for reading to become internally motivated, students must have free reign over which books they read. Students are encouraged to read different genres, and class-time is allotted for kids to read. Optimally, the goal for each student is to read, at minimum, forty books per school year. 

What I love about Miller's approach is that she doesn't make excuses. The potential exists for the inner reader to be awakened in every child. All that is needed is for someone - a parent, librarian, or teacher - to spend time with the child, and show that reading is important. Choice is important here. Students shouldn't be forced to read what the teacher demands. A love of literature will come later. All that is important in the beginning is awakening a love of reading. Once that reader button is primed, books will remain a central part of life.

Both Miller and Lesesne argue that reading-rewards programs kill students’ internal desire to read. This is, of course, not new; psychological theories have proved this time and time again. What I don't understand, however, is how few teachers really grasp this concept. I'm reminded that my brother's grade two teacher used a rewards program. My brother read the most books in class that year. However, they were externally (not internally) motivated. When the external motivation was later removed, he didn't read as heavily as before. 

I’ll admit that initially I was quite skeptical of endorsing free voluntary reading.  Shouldn’t teachers and librarians encourage kids to expand their horizons, and push them to read classic fare? How can we engage culturally with others, if we haven't read the same texts? After reading numerous books on implanting a love for reading, my thoughts have considerably altered. Researchers including Teri Lesesne, Donalyn Miller, Stephen Krashen and Edward Sullivan show that it’s acceptable, even superior, to let kids choose their own reading material. Mandating that kids read certain texts before they are developmentally ready is poor policy, and is most often responsible for leading kids down the path of alliteracy. After all, if the majority of student reading is limited to teacher-chosen texts, most will leave class unmotivated to read on their own. A persuasive article on the damage caused by foisting classics on students before they are developmentally ready (“Killing Mockingbird), can be found at Miller’s “Book Whisperer” blog: http://blogs.edweek.org/teachers/book_whisperer/2007/11/.

Reflecting on the Opening Chapters of Lesesne's "Naked Reading"

I've spent a great deal of time this week reading and reflecting upon the beginning chapters of Terri Lesesne's Naked Reading. Here is a brief summary/critique of Lesesne's opening chapters.

Introduction

Lesesne outlines her "DEAR (Drop Everything and Read) program", which her eight-year old granddaughter follows by reading in the bathroom, naked. Thus, the title for the book Naked Reading. The main premise for the book is to uncover why children like her granddaughter enjoy reading, while others receive no such joy through the written word. Why did her granddaughter decide to spend time reading? Understanding the grand daughters story can help teachers motivate reluctant readers, having more students like her granddaughter in their classes. It will also help to uncover what is needed for "lifetime readers" to develop (i.e. those that are able to read whenever or wherever.) 

Lesesne has a genuine interest in this question, for she has worked as a middle-school teacher; currently she works as a MLIS professor, trying to implant the reading/learning bug in every student. She notes the alarming rates that students are developing a dislike towards reading. It's starting earlier than ever before. When Lesesne began teaching, in 1979, the majority of her seventh-and-eighth grade students continued to enjoy reading. Recently, however, she notes that an aversion towards books has started as early as the third or fourth grades. These students read only in school, and are known as "school-time" readers.   This is dire, for those "pleasure readers" that read outside of school are also "lifetime learners". Losing outside readers lessens the possibilities of an intelligent populace, a group of people that choose to learn. 

The purpose of this book is to find "appropriate material that is interesting to" tweens. Tweens are in-between children and adolescents, and locating enjoyable reading material for them is a difficult task; they reject children's picture books, but are not developmentally ready for YA books. 

Chapter 1

The chapter begins by introducing two types of readers: ten-year-old Brad and Andrew. Brad is already a lifetime reader. He reads whenever he gets the chance. "The challenge with Brad is not motivating him to read. The challenge is to find new books for him as he devours book after book." Here is the main message: "Brad is ten, and the books he reads still need to be appropriate for someone of his developmental level. While Brad's vocabulary far outstrips those of other ten-year-olds and he can access more difficult text, he still is not ready for books that explore topics and subjects and issues beyond his moral, emotional, and social development (p. 7-8)". Andrew is described as a "reluctant reader". He sets himself a goal of twenty-pages to read each day, but he's pickier about the books he reads. It's hard for him to become interested in any given book, though finishing is a lot easier. Several librarians and teachers have helped him. Through their collective support, he's managed to find books of interest. 

Naked, in the title, refers to "the abandoned and oblivious joy" readers "derive from the reading experience". We're told that Kylene Beers (1990) research has shown that "there is no one 'template for alliterates, kids who know how to read but elect not to join in". Lesesne uses Beers work as her jumping point. There is tremendous variation among tweens and therefore their reading will also highly vary. "Some elect not to read because their life is simply too hectic; others do not read because they cannot locate books that interest them; still others do not read because reading poses problems for them (p. 9)". 

For the purpose of this book, tween is defined as students in classes four through eight (i.e. ages ten through fourteen). Lesesne notes that it's important to address physical, emotional/mental/psychological, and social/cultural issues when selecting tween books. She provides a list of books in the Five C's - competence, confidence, connection, character, and caring - that can help emergent tweens deal

with emotional/mental/psychological issues. 

Lesesne denounces Accelerated Reader (AR) program as an ineffective means of developing lifetime readers. The AR program suffers, for it is extrinsically motivated, and limits book choice. For each book read, a quiz follows. The higher one scores on the quiz, the more points received. A perfect score is calculated differently, depending upon which level the book was from; higher books receive more points than books from lower levels.  Students are continually pushed to read books in higher point categories, not books they choose to read on their own. At this time, there is no evidence to support the idea that this program will lead kids to read on their own. Instead of using these "canned programs", Lesesne encourages her readers "to offer books and experiences that will allow. . . students to make their own progress through the stages of unconscious delight, reading autobiographically, reading for vicarious experiences, reading for philosophical speculation, and reading for aesthetic experience. (p. 16)."

Lifetime readers (i.e. those that read for pleasure) comprise only a "small segment of the population". Three statistics are reported, though she does not cite her work; my main question is where did these statistics come from? The first statistic states that ten-percent of readers in the United States are responsible for ninety-percent of all books purchased. This follows with the question: "Are you doing your part? (p.17)" Lesesne provides evidence that she is more than helping the book industry, and briefly laments the demise of independent bookstores. Moving on, we learn that the average American reads only three books per year, and that this is the highest number of books read for pleasure worldwide. To Lesesne, this statistic is abysmal: "how in the world can we encourage our kids to become 'a nation of readers' when we are, instead, a nation of television watchers? If our children do not see us as readers, what unspoken message does this transmit to them about the value of reading in the adult world outside of school? (p. 17)" The final statistic, mentions, "more than seventy-five percent of teens graduating from high school will never read another book again (p. 17)". The citation to this find is, unhelpfully missing. However, she does address a 2005 article in the Washington Post, emphasizing the difficulties in developing lifetime readers. According to Lesesne, who is blameworthy? Standardized tests and required reading; the latter make reading increasingly unpleasant, especially through the middle and high school years. 

Lesesne's answer to the above dilemma is to find appropriate books. Reading can be viewed in five stages, as described above. The first stage - unconscious delight - epitomizes those moments when we become lost in the printed page. Librarians or teachers must find suitable books, placing books in the hands of readers that uniquely speak to them. Books can also speak to us differently, through reading autobiographically. At some point in our reading lives, we search for those in books with characters or situations that are similar to ourselves, reminding us of our own lives. For some readers, however, reading autobiographically is too painful. Instead these readers search for books that can provide vicarious experiences; Harry Potter and Nancy Drew are just some examples. Reading for philosophical speculation, is the penultimate stage. In this stage, we question the way the world operates, the meaning, purpose of life. We also seek to understand ourselves more deeply, especially our identity, behavior, personality, and goals. This stage often requires children/tweens to venture to YA or adult books, in a quest for answers. As a teacher, Lesesne is cautious about the books she places in her classroom, choosing only those books that are written for tweens. With her granddaughters, however, Lesesne is more open, placing few limits on the books they choose to read. The final stage - aesthetic experience - is reading for merely the pleasure that reading brings. Books that we choose to reread are found here.