Maintaining and Promoting Literacy at the Secondary Level

Abstract

<p>As Jim Trelease writes in his book, The New Read-Aloud Handbook, liThe desire to read is not born in a child. It is planted..." (39). Many English teachers view this planting the desire to read in their students as integral to their success as teachers. Holistic literacy, that is, the ability to learn independently, is founded upon reading and comprehension. In the classroom, there are numerous ways to produce a love of learning. Three specific practices that are used successfully are sustained silent reading (SSR), summer reading, and reading aloud. Sustained silent reading, while having a good result among most teachers and schools who implement this practice, seems to need more structure than many suggest. Summer reading is an old practice that has been effective in helping students maintain literacy over the months when they are not in classes, but has also become less effective due to difficulty in accessing books. Reading aloud seems like an odd option for teachers to utilize, but through teaching students listening skills as a way to comprehend books, teachers may demonstrate how such skills may be carried over into reading a text independently. This essay discusses each of these strategies, addresses deficiencies that may inhibit usefulness, and gives suggestions for remedying these potential failures. A lesson plan and summer reading assignment are also provided as appendix material. Trelease, Jim. The New Read-Aloud Handbook. New York: Penguin Books, 1989.</p><p>This presentation occurred at the Wright State University Campus-Wide Celebration of Research, Scholarship and Creative Activities on April 16, 2010</p>