American schools face a reading crisis. The recently published National Educational Progress (NAEP) has revealed that Only 31% of students in 4th and 30% of students in 8th read at a competent or higher level. Dr Julie A. Evans, CEO of non -profit education Project tomorrownoted that educators across the country are struggling with the intertwined challenges of the drop in students’ commitment and persistent socio-emotional problems. The districts have implemented a wide range of interventions, from the hiring of tutors to competitions that reward students for reading as many books as possible.
According to new research of the project tomorrow and ThorniKe Press of scabies, which is part of the CANGUG group, Large printed books Can improve students of students’ success and attitudes towards reading. These books contain the same text as standard editions but use a 16 -point police force, from black ink to high contrast and increased spacing to improve reading for reluctant readers or in difficulty.
Project Tomorrow interviewed around 1,500 students from 4th to 12th year, as well as 56 teachers and librarians of 13 elementary, intermediaries and secondary schools, and the results were striking. When asked if the large printed books had a positive impact on the success of reading their students, 87% of teachers agreed. This change in simple format makes books more accessible and fun for a wide range of students, and as Dr. Evans observed, “a committed reader will learn more from reading”.
Instant implementation and impact
Large printed books provide an easily implemeable intervention without requiring in -depth training or program changes. Their impact can be immediate and visible.
Dr. Evans observed how the physical posture of a participant in the 7th year study changed when she read a little impression and a large impression book. With a small impression, his posture was visibly stressed. You could see the tension in her back and her shoulders, and she leaned in close collaboration on the book to read it, using her finger to follow her place. With a big impression, her posture became more relaxed and she could place the book on her desk, put her arms and read. She said it had released her tension and improved her retention, and that she was not alone.
The large printed books have reduced stress as to the reading of most readers who participated in the study. However, the most dramatic impact that teachers noticed among the lower level readers was the size of the printed texts in terms of emotional and mental health of students and self-efficacy:
- 81% of teachers said that large prints reduced students anxiety about reading.
- 87 percent of teachers experienced greater confidence in the reading capacities of students after reading big impressions.
- 74% of teachers noticed increased participation in class readings.
Due to the instant visual attraction of large printed books, teachers do not have to wait for months or years to see their effect on reading students. Books that are easier to read create a virtuous cycle in which students are not as tense on reading, so they have read more. With an increased practice, they become more competent and confident readers, and because everyone likes to do things in which they are good, they are motivated to find out more – and more happily.
Inspire the joy of reading
Offer students books in formats they find welcoming, including graphic novels, audio books and large printed books, can bring joy to reading. The librarian of teachers Tasha Squires reported that when he had the choice between standard books and the big prints, his students from the O’Neill intermediate school in Downers Grove, Illinois, chose a big impression by a margin of 2 against 1. She said that reading books with less words on each page reinforces the confidence of students “because they physically turn the pages more quickly”, which also increases their commitment.
According to the study, 89% of students from 6th to 12th year appreciated reading large printed books, while 75% of college students and 86% of high school students asked for more access to large printed books. Dr. Evans highlighted a high school student from one of the study groups of the study who made his request a little further when he asked: “Why are all our textbooks that are not roughly printed?”
Return to learning differences and reading challenges
Although the big impression is not yet the standard of textbooks, it called on a wide range of students. A high school student in a class of English AP told a discussion group that he appreciated that the big printing shooters support his approach to reading the acquisition of knowledge because the books “made my brain calmer”.
Michele Barnaby, an ELA teacher at the Marco Forster Middle School in San Juan Capistrano, California, found a great impression particularly beneficial for students with individual education programs (Ieps). She said, “The students were more comfortable with large prints” and would do their homework more often. “When we give him the choice, three out of four would choose a large printed book.”
My experience with a big impression is not only professional; It’s personal too. My daughter had reading challenges and was finally diagnosed with ADHD and some learning difficulties. She was on a 504 plan starting in 4th year, then an IEP starting in 6th year. Thanks to a process of tests and errors, we found that the most effective reading approach for it was a combination of large prints and audio books.
It has gone from the two -year -old reading at the school level for reading at the school level in two years. Becoming a confident reader changed it as a person. She started reading out loud in class and even joined the debate club! She then obtained her university degree and is now a mother who has her own business.
My daughter’s success highlights the advantages of offering students a variety of reading formats, not only in libraries but also in class. After the classroom observations, 55% of teachers said that students diagnosed with ADHD improved key literacy skills such as the letter and recognition and understanding of words. When they were asked if they wanted more major printed titles easily accessible by students, 100% of teachers said yes.
The study of the Tomorrow project shows that large printed books are a powerful and easily implemented literacy tool. To effectively approach the current reading crisis, educators could also benefit from a slight change in mentality. Instead of asking students: “How many books have you read?” Ask them: “What was your favorite book?” Rather than treating books like products to be treated, the conversation goes to focus on what an individual student has found the most engaging. There are many ways to teach reading, but the study results show that engaged students learn more and that large printed books have the potential not only to increase the skills of students, but also to create readers for life.
