Implementing a reading program to improve academic achievement and literacy

Reading is an essential component in guaranteeing academic achievement and lifelong success. For this reason, the implementation and maintaining of reading programs is essential to educational institutions. Literacy is important on both the individual and the social level. On the individual level the ability to read allows for successful achievements academically and in the workplace. On a social level, the literacy level of a community and country can greatly improve the quality of life.

The purpose of this discussion is to provide a plan concerning the implementation of a feasible reading program.

The value of reading and the need for a reading program

Educators may not always agree on every issue, but there is a genuine consensus that has formed over the years as it pertains to reading. Educators have concluded that reading is a fundamental building block of learning. That is, without the ability or the capacity to read the ability to learn is greatly diminished. The importance of reading encompasses several factors including spelling, writing, comprehension, and vocabulary development.

These factors will be discussed at greater length over the next few paragraphs.

Comprehension

Another important aspect of reading is the development of comprehension skills. Comprehension or the ability to understand what is read is essential as it pertains to learning different subjects. If an individual has poor comprehension the capacity to learn is greatly diminished. In fact an article entitled "Beyond Simple Comprehension" reports that Not only is reading important, teachers recognize the importance of helping children develop reading comprehension - from the very early stages of learning to read to becoming fluent readers. Understanding what we read is at the heart of the reading process, for without it reading becomes a purposeless activity. Understanding a text also impacts upon a reader's motivation and engagement. If a child struggles to understand what they have read, they are unlikely to find reading a rewarding and enjoyable activity (Tregenza, 2008, 24)."

Keeping students engaged and interested in reading definitely presents a challenge. In many cases students are not interested in the subject matter. Many students are also distracted by technology such as video games, television, instant messaging and text messaging. Although the last two distractions require reading and writing, messages are not usually sent using standard English or grammar. Since this is the case many teachers are reporting that some students are beginning to write actual assignments using the same language they use when communicating with friends via the aforementioned technologies. In addition the use of these technologies is distracting because they are viewed by students as more exciting than reading a book. In recent years some authors have been able to produce book such as Harry Potter, that have transformed the reading habits of students and kept them engaged in the act of reading.

Vocabulary Development

Reading is also significant because it assists students in developing vocabulary which also improves both written and oral communication.

According to the article the growth of vocabulary knowledge is one of the essential prerequisites for language acquisition. Vocabulary development has been shown by psychologists to be strongly related both to cognitive development...and to the acquisition of competence in reading...the latter is, in turn, critical for success in school (Anglin et al., 1993, 2). "

The aforementioned research and examples are evidence that reading is essential to the development of people who are well rounded as it pertains the academia and eventual entry into the workforce. Skills such as spelling, writing, comprehension and vocabulary development are all fashioned through the ability to read. As such schools must pay close attention to the manner in which reading is taught at every level. When great care is not given to nurturing and enhancing the reading skills of students, serious problems can arise. These problems will be discussed in the following section of this discussion.

Reading Problems

Although many educators and educational institutions are aware of the importance of reading, many students still struggle with reading comprehension and general reading skills. Evidence of this can be seen in the reading scores of students throughout the United States and other countries. Educators and policy makers have come to realize that poor test results that are evident in grade four are often the result of poor reading programs in earlier grades. An article entitled "Below the Bar: Profiles of Students Who Fail State Reading Assessments"

We found that simple percentages of students failing the test masked empirically derived components of reading ability: meaning (comprehension and vocabulary), fluency (rate and expression), and word identification. Furthermore, even average group scores in each of these components did not tell the real story.

Instead, we found that students exhibited several distinctive patterns of performance that contributed to their poor showing on the state reading assessment. Reading failure is multifaceted and it is individual. In short, beneath each failing score is a pattern of performance that holds the key to improved reading instruction and, consequently, improved reading ability (Bully & Valencia, 2002, 232)."

This particular article provides evidence that many students are having trouble with the fundamentals of reading. These are skills that they should have been taught when they first began to read. The article also points out that many states have mandated reading programs for students that fail the reading portion of state reading assessments that are homogeneous. That is, these programs are not tailored to assist students in repairing the specific problems they may be having as it pertains to reading efficiency.

With this understood the authors insist that reading programs need to be customized so that students get the support they need.

Although these specialized reading programs are needed many programs fail to meet this criteria. This failure is problematic because it does not address the true needs of students.

Existing Reading Programs

There are many different reading programs that have been implemented through out the world. One such program is the Houghton Mifflin: Invitations to Literacy, developed by the Houghton Mifflin Company. This particular program is designed for grades K-8 and is both a reading and a language arts program. This reading program has as a foundation "literacy instruction that stimulates, teaches, and extends the communication and thinking skills that will allow students to become effective readers, writers, communicators, and lifelong learners." The program also uses themes to instruct students.

In addition to programs that addressed the needs of beginning students, there are reading programs that are specifically designed to assist middle school and high school students. According to an article published in Reading Research Quarterly, many students in Middle School and High School have poor literacy skills. When high school students have poor literary skills, the possibility of going on to college is extremely limited. In fact the article reports that 49% of high school students that took the ACT in 2004 were not ready for college based on their reading comprehension scores. The article explains further that Students who read at low levels often have difficulty understanding the increasingly complex narrative and expository texts that they encounter in high school and beyond. For example, one of the major hurdles in acquiring science literacy is the conceptual density of math and science materials (Barton, Heidema, & Jordan, 2002). Students' performance on these more difficult texts, which include context-dependent vocabulary, concept development, and graphical information, provides the strongest indication as to whether or not they are pre-pared to succeed in college and the workplace (ACT, Inc., 2006; Slavin et al. 2008)."

For this reason, educators have introduced reading programs at the middle school and high school level. These programs are designed to improve the reading skills of older students utilizing four different approaches. These approaches include

Reading curricula

Mixed-method models

Computer-aided instruction,

Instructional-process programs (Slavin et al., 2008)

According to the findings of Slavin et al., (2008), the most effective reading programs involve cooperative learning. More specifically the most effective programs are composed of students working together in small groups and the students assist one another in mastering various reading skills (Slavin et al., 2008). In addition other studies have found that many successful programs use hybrid reading programs which may combine cooperative programs with silent reading programs.

Indeed, in addition to the aforementioned approaches to reading programs, silent reading programs are also popular as an alternative to other approaches. Sustained Silent Reading (SSR) Programs have long been utilized to assists students as it pertains to improving reading comprehension and other reading skills. According to an article entitled "The Benefits of Sustained Silent Reading: Scientific Research and Common Sense Converge"

Data analysis found that more time spent reading had a significant effect on achievement compared to a control condition where less time was allocated for independent reading. In addition, results found that poor readers showed significantly greater gains in word recognition and vocabulary than good readers. Third grade showed greater gains in comprehension than fifth grade. Furthermore, the results also showed that poor readers tended to have greater gains in vocabulary with 15 minutes of reading, but they had better gains on reading comprehension with 40 minutes of reading (Garan, 2008 p. 340)."

Schools throughout the world use Sustained Silent Reading as a way to improve students desire for leisure reading (Chua, 2008). According to the article, ensuring that children read for pleasure from an early age. The article explains that reading for pleasure ensures that children will read even when they are not in a classroom setting. This increase in reading leads to more efficient reading skills and higher levels of academic achievement (Chua, 2008).

Sustained Silent Reading is not a new concept. In fact the use of SSR as a reading program dates back to the 1960's. SSR encompasses several different approaches including, uninterrupted sustained silent reading (USSR)drop everything and read (DEAR), free voluntary reading (FVR), and daily independent reading time (DIRT) (Chua, 2008).

Although these approaches are slightly different they all encourage students to read books for pleasure.

Change Management Plan

Change is a process that most organizations have to go through. It can be a difficult process and the manner in which organizations manage change can determine the effectiveness of the change. There are three primary domains associated with most change management plans. These domains include structure, culture and strategies.

As it pertains to structure, change management plans must take into account the structure of an organization. For instance the type of change management plan applied to a non-profit organization may be different than the change management plan of a for profit organization. The structure also refers to the hierarchy within the organization. As it pertains to the implementation of a plan geared toward a reading program for a school in a country with specific religious and social beliefs, the proper protocols must be followed to ensure

The structure is also associated with culture. Whenever a change management plan is implemented special attention must given to the culture of the organization and the country in which the organization resides. The change management plan must not ignore the customs, rules and traditions of the culture. Giving special credence to cultural norms will ensure that change occurs in a manner that is smooth and effective.

The process of implementing change also necessitates the development of strategies. In choosing which strategies to implement, the organization must conduct the proper research to determine the strategy that will be the most beneficial to the organization.

Proposed program Plan

Now that we have established why reading is important and presented some examples of successful reading programs, the focus of the discussion will turn to the proposed reading program. The proposed program will be geared toward all students and not just those with reading problems. The proposed plan will entail a Sustained Silent Reading Program.

This particular type of reading program was chosen because it is inexpensive and relatively easy to implement into the existing curriculum. According to a book entitled "Building Student Literacy through sustained silent reading" Sustained Silent Reading is a time during which a class, or in some cases an entire school, reads quietly together. Students are allowed to choose their own reading materials and read independently during class time. Most programs encourage students to continue reading outside of class and permit students to change books if they lose interest. Most important, SSR allows an adult to model the habits, choices, comments, and attitudes good readers develop. Although most programs do not require traditional book reports, some do offer opportunities for students to talk or write about their readings. Although SSR programs share certain characteristics, teachers have adjusted the general concept to meet the specific needs of their students and schools (Gardiner, 2005, 15).

The proposed SSR program will involve an approach known as free voluntary reading (FVR). The FVR program is voluntary. That is students can decide whether or not they want to participate. FVR is characterized by time set aside during which students are allowed to read at their leisure (Gardiner, 2005).

In addition, the FVR program does not require the completion of academic work associated with reading. For the purposes of this program all materials students read for the program will first be approved by school officials. This ensures that the books read by students are consistent with the standards associated with the school. This is a slight adjustment to the traditional Free Voluntary Reading in which students are allowed to choose any book they want. This adjustment must be made because of cultural differences that are present with this particular organization.

Implementation of the Program

Now that we have garnered a greater understanding of the types of programs that work, let us discuss the implementation and establishment of such a program. Such an undertaking involves many different individuals and requires commitment from all involved as it pertains to the proper management of such a program. The stakeholders include administrators, students, parents and teachers. In addition, there are certain problems that can arise during the implementation of such a program. Administrators and instructors should be aware of these problems and ensure that the proper precautions have been taken to avoid them. There must also be a concerted effort to monitor the program to ensure it is efficient and accomplishing the goal of improving reading skills.

Gaining the approval of Administrators and getting materials

The first step in the implementation of the program is to gain approval for the program from school administrators. Those responsible for developing the program should present facts about the program and explain why it is needed and the benefits that can be gained from such a program. The administrators should be presented with statistics concerning the effectiveness of the program and a budget should also be presented to administrators. Ideally the administrators should be presented with the facts concerning the program prior to the beginning of the school year so that there is a sense of continuity and materials can be purchased.

In addition, every effort must be made to ensure administrators that they are in control of the manner in which the reading program is implemented. Every aspect of the program should be revealed to them including the times at which the reading program will take place. Administrators should also have the if school administrators decide to implement the program, the materials used for the reading program must also be approved. These materials may include books, magazines, newspapers or journals. Any material that is believed to be offensive or inconsistent with the philosophies of the school or the government cannot be included in the program. A list of approved materials should be developed so that teachers, students and parents are aware of the types of materials that will be allowed for the reading program.

Preparing teachers to implement the Program

Once the school administrators have approved the program and the books used for the program teachers should be informed of the implementation of a new reading program. They should be instructed on how to implement the program into the classroom. This instruction should include the amount of time that should be allotted to the program and how to enforce the need for silent reading to the students.

These instructions can be given through a weekend workshop in which teachers are presented with facts concerning the effectiveness of SSR, the role they will. Teachers can also be presented with feedback from students parents and teachers that have been involved with such programs. The workshop could also be composed of a question and answer session allowing teachers to voice their opinions and concerns.

Preparing Students and Parents

After instruction is given to teachers, students and parents should be informed of the reading program and what materials are permitted. Parents and students should be presented with a list of approved materials. For this particular program the school will supply some of the reading materials but the supply will be limited. As such students will have to bring material to read. The list of approved materials will provide parents with the guidelines needed to ensure their students have the proper materials. If they choose to participate in the program.

In addition to assisting in the supplying of materials, parents can also assist with the program in other ways. For instance, parents can reiterate to students the importance of taking the silent reading time seriously and the importance of reading to their academic development. Parents may also establish silent reading time in the home to get students accustomed to reading silently and reading for pleasure. Anytime spent reading will improve all of the aforementioned skills. Again it should also be reiterated to students that the program is voluntary but it will be beneficial to them in the long run.

Teachers should also explain to students the purpose of the program and the amount of time they will spend each week in the program. Teachers should attempt to make students comfortable with the program and the idea of reading for pleasure. Teachers should also try to make the reading environment as comfortable as possible so that the students are not distracted by noise or uncomfortable seating while they are engaged in the silent reading program.

Once the program has been implemented, monitoring of the program may also be necessary. Monitoring the implemented program can reveal whether or not the program is effective and what steps can be taken to improve the program. The type of feedback provided by such a programs can ensure that students get the most out of silent reading. Monitoring can take place through the use of surveys. The surveys will be given to students and teachers and will be designed to determine whether or not the program is beneficial and how many students are voluntarily participating in the program.

Finally, according to a book entitled Building Student Literacy Through Sustained Silent Reading there are several issues that can arise with the implementation of sustained silent reading. The book explains that one of the most substantial problems can arise when attempting to get several teachers to begin the program simultaneously (Gardiner, 2005). Problems often arise when teachers do not effectively communicate the standards associated with the implementation of such a program. The author also explains that teachers should not be forced to implement such programs in the classroom because it often leads to resentment and the program is not properly implemented.

Another major problem that arises with the implementation of an SSR reading program is conflict with the core curriculum (Gardiner). Teachers are often hesitant to commit class time to such a program because they fear that they will not have time to teach the core curriculum. This fear is particularly evident in educational environments in which there is a heavy emphasis placed on standardized testing. In these instances, teachers and administrators must formulate programs that work with the curriculum and not against the curriculum. In addition, teachers must realize that an increase in leisure reading improves skills such as spelling, writing, comprehension and vocabulary development. These improvements translate to improved test scores and overall academic achievement.

Overall the implementation of a sustained silent reading program is quite simple and inexpensive. For the purposes of implementing the program at the school in question extra steps must be taken to ensure that the reading materials are consistent with the standards established by the ministry of education. There must be special care taken to observe the cultural traditions and cultural norms associated with the nation in which the school resides.

Conclusion

The purpose of this discussion is to provide a plan concerning the implementation of a feasible reading program.

The research found that reading skills are essential for academic development and entry into the workforce. The research suggests that skills such as spelling, writing, comprehension and vocabulary development are all derived from having the capacity to read. The research also found that many students experience reading problems as a result of poor reading programs or programs that do not specifically meet to needs of students with varying reading problems. The research also suggests that some of the most effective reading programs involve cooperative learning. The proposed reading program revolves around a well researched and implemented plan known as Sustained Silent Reading. The specific program chosen is the Free Voluntary Reading program. This reading program is designed specifically for the purpose of reading for pleasure. The research has shown that such reading programs are beneficial because they allow students to acquire a desire for reading that is voluntary and not connected to academic pressures. This program was chosen because it is inexpensive and fairly easy to implement and maintain. In other words, SSR programs tend to be more feasible when compared to other options.

The implementation of this particular program will involve several stakeholders including administrators teachers students and parents. Each stakeholder has a role to play if the reading program is to be a success. Administrators are responsible for approving the program and establishing which materials are appropriate for the program. Teachers are responsible for understanding the program and proper implementing the program into their individual classrooms. Students and Parents are responsible for providing some materials. Parents are also asked to encourage children to participate in the program. Overall all of these stakeholders have to work together to ensure that the reading program works in the school setting.