Classroom Libraries
A well-stocked classroom library is a powerful tool for increasing student motivation to read.
According to Routman (2003), “Simply put, children read a great deal more when they have easy access to
books, and well-designed, organized, ample classroom libraries provide the easiest access for students” (p.
64). Remove the excuse, “I don’t have anything to read” with a good book close at hand. Hang current
Gateway lists or Young Adult Choices on the walls and display books from them on the shelves of the
classroom library. Teachers can arouse students’ curiosity not only by providing the materials in a wellpresented and appealing way, but once that curiosity is tapped, students engage in thought as they seek to
answer questions by reading (Vacca & Vacca, 2008).
Book Talks
Regularly make students aware of any new additions to the classroom library by giving book talks
about them. Book talks are brief presentations about new books in the library’s collection. These brief
presentations should involve a short synopsis of the book without giving away the entire plot line. The
presenter may choose to set up the opening scenario of the book, much the way that movies are
advertised, in such a way to whet readers’ appetite for more of the story. The presenter should have the
book on hand to display and refer to any interesting visual characteristics of the book. Make the
presentation relevant to students’ interests (Bromann, 1999). What about the book can they relate to? Say
something like, “What would you do if…?” in order to introduce plot conflicts and create interaction
between the reader and the book. Anyone who has read the book can give the book talk; adolescent
readers are especially impressed if one of their peers has read a book and can give a good recommendation
(Routman, 2003). Just be sure whoever presents actually has read the book. A local school librarian said
that whenever she tries to “wing” a book talk she always gets found out. The talk should be so interesting
that students will ask questions. Be ready!
Independent Reading
The lives of our students are busy. They hold down jobs, some live independently, and they are
involved in multiple extracurricular activities. For those who struggle with reading, school reading
assignments take up a large amount of time and increase frustration levels. It is no wonder students do not
choose to read for pleasure as these external and internal forces compete for their attention and divert
them from reading. Teachers should “make a commitment” by providing in-class time for reading (Worthy
& Broaddus, 2002, p. 340). In-class independent reading is not just busy work, and it would lack
effectiveness if adolescents perceived it as such. Teachers should also allow a variety of reading materials
during this time, not just books. Adolescents are astute, and that is why, as Routman (2003) has stressed,
“choice needs to be real” (p. 97). A student may feel intimidated by a book that she perceives to be too
long or the print too small, but she might readily connect with a popular magazine or inspirational article.
Beers (2003) advises teachers to consider that students’ reading selections may not match their own
preferences. She says that nonreaders especially, prefer short books with straightforward plot lines and few
characters.
Teachers must take it a step further and invest in the student during this independent reading time.
Independent reading provides an excellent opportunity for teachers to conduct individual reading
conferences to see what interests students and even address areas of reading difficulty for students who
would benefit from individual instruction. When students are given time in class for independent reading,
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