The following are twelve suggestions for middle-grades reading programs that encapsulate the essence of a broader view of reading in the middle grades, one that envisions young adolescent reading encouragement and support from a broad spectrum of school, parent, and community adults. Only schools have the opportunity to mobilize energies for reading that might otherwise be extinguished. They can cause parents, the community, and the school to become coalesced rather than divided in supporting middle-grades readers. These twelve suggestions isolate and uncover some of the essential elements of the process. Encourage teachers to read and discuss books and ask questions about reading habits when interviewing prospective teachers.
Teachers are important role models for their students.
When questions about reading habits are a part of teacher interviews, prospective teachers receive the message that reading is important in the school. Encourage reading teachers and librarians to participate in professional development activities. Elementary teachers tend to dominate local, state, and national voluntary professional development conferences. This lack of participation in professional development activities may be a result of a higher priority for reading in elementary schools. Yet, there are many exciting ways to help middle-grades students become proficient and voluntary readers, and teachers and librarians need encouragement and support if they are to become more involved in statewide professional activities.