The Missouri Reader Vol. 37, Issue 1 | Page 42

MY EXPERIENCE WITH THE “SIGN UP FOR READING”
STRATEGY
Kate Tupper
enewed interest in reading aloud came in
the 1980s from the book Becoming a Nation of Readers,
which states, ―The single most important activity for
building the knowledge required for eventual success
in reading is reading aloud to children‖ (Anderson,
Hiebert, Scott, & Wilkinson, 1985, p. 23). Trelease
(1989) believes that reading aloud to students is ―the
most effective advertisement for the pleasures of
reading‖ (p. 201). In addition to teachers reading
aloud to their students, there are also benefits to
students reading aloud too: it encourages other
students to read about a certain shared topic. One
way to get students to read aloud and hear others read
aloud is the ―Sign Up for Reading‖ strategy (Hurst,
Scales, Frecks, & Lewis, 2011). Hurst et al. (2011)
state: ―It is simple: students choose a day to read, pick
a text, read to the class, the class applauds, and the
student returns to his or her seat‖ (p. 440).
Many teachers read aloud to their classes on a
daily basis, but Hurst et al. (2011) recommend that
students also read aloud to their classmates. They
state this strategy ―gives students a reason to read;
provides opportunities for oral reading, rereading,
practice reading, and selecting reading material‖ (p.
439). They further contend it ―cultivates civility
toward classmates through audience participation,
fosters reading confidence, and provides a platform
for social learning‖ (p. 439).
When students have the desire to read, it is easy
to work with them and see their improvements in
reading. However, when students have no desire to
read, this is particularly difficult for reading teachers.
Applegate and Applegate (2010) contend
―engagement in reading and the motivation to read
seem instinctively to go hand in hand‖ (p. 230). They
believe the focus teachers should make is to be certain
children move from unenthusiastic readers to readers
who are highly motivated and excited about reading.
When I learned the idea in The Reading Teacher
about having students sign up for a day to read

aloud to the class (Hurst et
al., 2011), I was eager to
try it because I thought it
was something my second
grade students might enjoy
and that would help them
practice reading. I
continually strive to keep
students interested in
reading, find material they
enjoy reading, and that motivates them to read.
Students need motivation, but sometimes it is hard for
teachers to be the only motivator, as students are
motivated more by their peers. Edmunds and
Bauserman (2006) found in their study of what
motivates children to read that ―children are
motivated to read by sharing books with one another‖
(p. 419). McKool (2007) found ―both avid and
reluctant readers were more likely to read when
teachers, friends, and family members suggested a
good book to them‖ (p. 120). When teachers are able
to determine students‘ interests, they can better
motivate them to read.
When I introduced the ―Sign Up for Reading‖
strategy to my diverse group of second graders, I told
them that reading aloud was completely voluntary but
strongly encouraged. Students were told, ―If you
would like to read aloud to the class, then come and
sign your name.‖ I was aware that some children may
not like to read aloud to the class. This strategy
allows for
any child
Kate Tupper is a second
to opt to
grade teacher at Royal
sign up
Heights Elementary school in
for that
Joplin, MO. She has a
day or
Master's degree in Literacy
wait until
from Missouri State
another
sign up
Universi ty.
day comes
along. I had several students who were reluctant
to read the first time around, change their minds and
©The Missouri Reader, 37 (1) p.42