Summit_Guidebook

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RESEARCH COMPENDIUM EXECUTIVE SUMMARY 87
• Avid readers quickly develop reading
confidence or a growth mindset for reading;
they think of themselves as competent,
capable readers who can read their way
out of any reading challenge.
• Self-selected reading is twice as powerful as
teacher-selected reading in developing moti-
vation to read and high quality comprehen-
sion.
TEXT: Access to Books; Summer
Slide; Classroom Libraries; Home
Libraries; Genre, Format and
Structure; Text Complexity;
Nonfiction; and Fiction.
• Placing books in the hands of children fun-
damentally influences their chances for
both personal and academic success. The
most successful way to improve the reading
achievement of children in low-income com-
munities is to increase their access to print.
• Being read to, reading for yourself, and dis-
cussing what you’ve read create an upward,
positive spiral that leads to greater academic
achievement years down the line.
• When classrooms in high poverty, challenged
neighborhoods are flooded with books, striv-
ing readers and readers new to English make
significant gains in reading proficiency.
TEACHING: Interactive Read-Aloud;
Guided Reading; Book Clubs; and
Reading and Writing Connections.
• Readers benefit from smart, sensitive instruc-
tion that shows them what proficient reading
looks like, sounds like, and feels like.
• The interactive read-aloud and facilitated
student book clubs support both reading
and writing development and foster a love
of reading.
• Guided reading supports all readers and
provides an accelerated path to independent
reading.
• Writing about text engages deep, reflective
thinking, helps students draw on their own
knowledge and experiences, and challenges
them to consolidate, organize, and integrate
their ideas.
FAMILY LITERACY: Oral Language;
Dual-Languages; Home Reading
Culture; Read-aloud Plus Talk.
• Parents’ interactive strategies influence their
children’s language and cognitive develop-
ment – children who enjoy frequent read-
alouds and lots of talk with family members
throughout the day develop robust vocabu-
laries and “book awareness.” What’s more,
we can attribute children’s academic success-
es at ages nine and 10 to the amount of talk
they hear from birth to age three.
To access the complete research on these
topics, visit
sites/default/files/Research_Compendium
_0.pdf
Bridges, L. (2014). The Joy and Power of Reading: A Summary
of Research and Expert Opinion. New York: Scholastic.