Examining the Effects of a School-Wide Reading Culture on the Engagement of Middle School Students
Author: Daniels, Erika
Date: 2011-00-00
Type: Journal Articles
Subjects: Middle School Students,Middle Schools,School Culture,Silent Reading,Time on Task,Student Motivation,Reading Motivation,Learner Engagement,Adolescents,Middle School Teachers,Role Models,Student Interests,Expectation,Case Studies

This case study examined a middle school where a new administration had made school-wide reading an immediate and significant priority. The study investigated how and why the culture shift to schoolwide reading appeared to influence student engagement. Existing research suggested that students must feel motivated about their learning to be successful academically. Anecdotal reports from teachers suggested that student engagement had increased because of a school-wide focus on reading. In-depth interviews were conducted with a random sample of students and teachers and were categorized according to emerging themes. Three factors emerged: making reading a top priority, modeling by and support from adults in the school, and the creation of motivating learning environments. One notable finding was that the majority of the students and teachers felt that time devoted to silent reading through a structured, systematic approach and the emphasis on school-wide reading contributed significantly toward creating a family of readers within the school. Middle school teachers know that their students create both joys and challenges on a daily basis. Young adolescents possess distinctive qualities that influence their actions and choices. Although young adolescents' cognitive abilities are steadily increasing, they are not yet practiced in using the skills efficiently (Eccles & Wigfield, 1997). That dichotomy between their existing and potential cognitive abilities frustrates many middle school students, and it requires educators to adapt and adjust their practices. Although state and federal mandates require that public schools demonstrate measurable and sustained academic achievement, it is not enough for schools to offer a challenging curriculum and rigorous work. Teachers can plan brilliant lessons and closely monitor student progress, but the students need to care enough to engage with the curriculum and complete the work. Although academic achievement requires students to have solid literacy skills, it is not enough for middle school teachers to limit their efforts to encouraging and promoting reading. Not all students will read and learn just because they are instructed to do so if they do not find relevance in what they are learning. Effective middle grades teachers know they need to create motivating learning environments to ensure their students learn the curriculum and achieve academically. When students are engaged in school, they try harder. When they try harder, they achieve more (Dweck, 2002). Simply put, motivation matters. This article presents the results of one middle school's efforts to improve student engagement through an increased emphasis on school-wide structured reading. Although there are many factors that contribute to student motivation (Daniels, 2010), the school in this case study chose to focus on building student interest in school through reading. To understand why the school made the decisions it did; an understanding of the motivation research is essential.