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