8
10
10
Continuing, research has indicated differences between dedicated reading programs and motivational activities (Marinak and Gambrell, 2016). Principals dressing up for read-alouds and “Bikes for Books” are among popular activities that bring media attention to schools, but have no documented impact on reading interests or increased reading achievement. Rather, schools with increased reading achievement have largely dedicated philosophies, leadership, and orchestrated activities that create a school-wide reading culture. This is anchored by wide reading of preferred material (Wilhem, Smith, and Fransen, 2013) and dedicated development to reading identity (Barone and Barone, 2017). Dr. Tim Shanahan (2019) writes, “Use school time to raise reading achievement and find ways to encourage kids to choose to read on their own.” (para. 410) Further, Calkins, Lehman, and Erenworth (2012) provide an argument that students should be reading ninety minutes a day, between school and home. Failing schools, those determined by federal mandates that did not attain the appropriate number of students having met or exceeded standards school wide or within a number of subcategories, have traditionally focused on skill-based reading (i.e. decoding), omitting sustained silent reading. Independent reading, in conjunction with reading conferences, supports the practice of learned reading skills and explicit instruction for each reader. While schools cannot provide the entirety of a student’s necessary reading, ample time can be provided (Table 4).
While Shanahan reports that there is no direct evidence that states independent reading improves reading achievement, there are strong correlations should students use independent reading time effectively, which could become an integral aspect of a reading curriculum and attempt to increase reading achievement. Therefore, independent reading in classrooms can be an effective practice, in coordination with clear expectations, outcomes, accountability, and community, as well as an initiative to close the opportunity gap for readers in disadvantaged areas (Hiebert and Reutzal, 2010).
Identifying A Need:
In April 2020, The Court of Appeals for the Sixth District ruled that the State of Michigan denied Detroit City School students the “basic right to education” under the 14th Amendment. This is the first decision to indicate that students in public schools indeed have a basic right to literacy before graduation. The Court stated, “the right only guarantees the education needed to provide access to skills that are essential for the basic exercise of other fundamental rights and liberties, most importantly participation in our political system."
“Access to skills” and “basic exercise of other fundamental rights and liberties” contain no clear definition for state or local leaders but, using the principles of the National Reading panel (2000), the Common Core State Standards (2010), and the recent adoption of the revised State Learning Results (2020), at minimum, students have the rights to essential decoding skills, including phonics instruction, rich vocabulary learning, and the ability to comprehend text at a literal and inferential level,in addition to the ability to interpret text or use text successfully to convey a message or defend points, necessary for participation in a democracy (Beers and Probst, 2021).
As required within the Common Core State Standards, students must engage in wide and voluminous reading. Wide reading is the experience with text across multiple genres and purposes. Voluminous reading is the responsibility to read a large number of books for a purpose and within suitable time frames. Both forms of reading can be inclusive of an individual’s interests and preferences, including the obligation of introducing readers to new topics, interests, and diverse perspectives. Further, each definition of reading is necessary to prepare students for certain vocational careers, military advancement, and adaptations to the rigors of university-level coursework, in addition to the pleasure of reading.
Since 2015, a rural northeast school endured several changes that included Competency-Based Learning, Reading First, and other school curriculum initiatives which negatively impacted achievement results. Many of the initiatives excluded teachers from policy decisions, which may have negatively impacted the outcomes (Barone, 2013; Reeves, 2016).
For the 2020-2021 school year, the school published a report indicating that 50% of the student population received “Free or Reduced” hot lunch. The report also stated that 36% of the student population received special education services, disproportionate to the state average of 15%. Since 2016, roughly 50-55% of the school’s graduates opted for military or post-secondary education (See Table 1).