Reading shouldn't be a numbers gameApplying numerical ratings to books does nothing to help kids read better. L A Times: 9.30.08 by Regina PowersSchool has started. I can tell because frazzled parents drag their embarrassed children up to the reference desk at my library to ask, "Where are the fifth-grade books? We need a 5.6 level that's worth at least 7 points."
I avoid frustrating both parties with an explanation of how the Dewey decimal system works, and ask the child, "What do you like to read?" The response from both adult and child is all too often a blank expression.
Although I am elated that many families are visiting my public library more frequently because schools send them, I am disturbed at how infrequently parents and teachers are allowing young readers to choose what to read.
In 2001, California started assigning reading levels to every public school student, grades 2 to 11. The state matches results from the annual Stanford 9 test to the Lexile Reading Framework and assigns each child a California Reading List number. Some schools also purchase optional programs such as Accelerated Reader and Reading Counts. The idea is to assist parents and students in selecting books tailored to match the level of each student.
Reading is supposed to be a pleasurable habit. California's reading scores have remained flat since 1971. Research verifies that comprehension and reading test scores improve when students simply read more. So let's encourage reading by allowing kids to choose what to read, unimpeded by the pressure of points, levels and quizzes. READ MORE
Regina Powers is a teacher and children's librarian in Orange County
Raising a Reader: a mother's tale of desperation and delight
Jennie Nash - St Martin’s, 2003
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