Following the recent Manaiakalani Reading Programme Intensive (RPI) session, I've been tasked with implementing the key practices discussed during the day. This involves completing and analysing the results of a class reading survey and introducing "ground rules for talk" with one of our reading groups.
Recapping using the ‘ground rules for talk’ was an easy task as the students were already familiar with our accountable talk ground rules and I had previously (a few weeks earlier) introduced similar talk rules for our guided reading sessions.
The Reader Profile Survey has proven to be a valuable tool for gaining insight into my students' reading habits and preferences. As educators, we know that understanding our students as readers is essential for informing our instructional practices.
Reviewing the survey results, it was evident that while students may not always be confident to vocalise their enjoyment of reading, they possess a clear understanding of their reading preferences including what time of the day they prefer to read and the types of texts they most enjoy.
An interesting finding from the survey was that there was an almost equal number of students who reported currently having a public library card and going to the library regularly, and those who did not. This observation resonates with my experiences in the classroom, where I have noticed varying levels of enthusiasm for taking a book home each night to read. This leads me to wonder if reading regularly at home is something that some of our families value. Do they know about the free public libraries and what they offer families? This is something I will look into as I get to know my learners better.
When visiting our school library once a week, I make it a point to support all learners in finding reading material that sparks their interests, especially those who may initially resist the habit of having a book each night to read. We all issue a book each week and this can either stay in the class or go home. I also stock our library corner with a range of books that may catch the attention of more reluctant readers during the school day.
Starting the academic year with a survey like this is a great way to get to know my learners as readers. It has prompted further exploration into the reasons behind some students' lack of enjoyment in reading, (about 4 students consistently showed this in many of the questions), as well as an examination of what resonates with students who do enjoy reading.
The last few questions about reading preferences will inform adjustments to my reading program and what new books our librarian orders to better meet the needs and interests of all students. There is a strong interest in graphic novels, humour, and mystery genres among my students. These results of course reinforce the importance of providing a diverse range of reading materials both during guided sessions and when reading independently in class to help to foster a love for reading.
My students' knowledge of and belief in the transformative power of regular reading is something I will continue to reinforce during the year with my learners. As we know a positive attitude, a love of reading, is closely linked to academic progress. By highlighting the benefits of reading for personal growth and development, we can empower students to see themselves as lifelong readers.
Overall, the data collected from the survey offered valuable insights into students' perceptions of themselves and their relationship with reading. Armed with this information, I am equipped to make informed decisions for the learners in my classroom. Defenilty is a tool I will now use every year!
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