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Personal Statement: A Magical Summer Of Summer Reading

666 Words3 Pages

Like you, I’ve been looking for resources to help my students overcome the “summer slide.” Many of you know the research that says on average, students’ achievement scores can decline as much as one month’s worth of school-year learning. Our low income students seem to experience additional loss, and often, the loss is larger at higher grade levels. Our voracious readers enjoy reading as a year round hobby, but we do have students who fall through the cracks.

Here are several things we can try.

Reading Resource Specialist Joan Moser suggests working with classroom teachers to have students set goals for summer reading. She suggests students write a letter to themselves listing specific books they are looking forward to, setting a goal of number of books or authors they want to read, and even listing specific reading strategies they want to be certain to focus on.

Students needing help setting a summer reading goal could turn to Scholastic which hosts a Summer Reading Challenge: www.scholastic.com/summer. This summer’s theme is “A Magical Summer of Reading,” and students can log their reading minutes online to earn …show more content…

Their enthusiasm is contagious, and I’ve overheard many a student sharing their favorite sites. Fanfiction, also known as Fanfic, is almost always free and is inspired by books, films, TV shows, music, and even celebrities. Often, it is created by our very own students who are fans of an original work and who feel inspired to continue the story. Fanfiction can be read online on a wide variety of websites. One of the biggest sites is fanfiction.net but there are loads more like Underlined, Archive your own, and even Goodreads, which has a fanfiction component on its website. Here is a recent post from EBook Friendly (a Pinterest-like site for EBooks) presenting 15 of the most popular fanfiction websites. Fanfiction sites have the added bonus of encouraging students to write as well as read over the

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I began with an endless list of books I wanted to read as soon as possible, and I had incorporated a portion of my day dedicated to reading. Even before the school year started I always enjoyed reading, but now I find it difficult to open a book; not because I do not enjoy it, but because I have prioritized that time for other things. As I am reflecting on this now, I have become disappointed in myself that I am drifting away from one of my favorite and beneficial hobbies. I believe this change is a result of discouragement due to my excitement for the summer and the school year coming to an end. Furthermore, for the last few months I have become more stressed with my AP World History Exam, the second semester finals, and track coming to an end, leading to me pushing away the things I enjoy most.

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Nonfiction has had an increase in popularity recently and age-appropriate subjects are more readily accessible for younger pupils and can be seen as an important instrument for skill growth and as a foundation of reading outside of school for pleasure for younger students. A combination of both fiction and nonfiction will stimulate the minds of the youth and help teachers as they include factual text in their instruction (Palmer and Stewart). Listening to and discussing true events and people can provide background information and inspire new students to study more about a subject. Through letters and school meetings teachers can communicate with parents about age-appropriate nonfiction that can be read at home. Students would then develop skills to independently access these topics on their own with support from both their parents and teachers (Palmer and

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While it may be true that even if a student is reading Sports Illustrated, they will still become more literate and reflective than if they hadn’t read at all, it is also true that the student is then less likely to read the same desired material outside of class because they are already being forced to read it inside of class. Moreover, if class time is spent reading something such as Malcolm Gladwell’s Outliers: The Story of Success, the student will be more inclined to read Sports Illustrated outside of class; thus, increasing their reading time altogether. On the report of Engaging Schools: Fostering High School Students’ Motivation to Learn, “studies have shown that students who read outside of school become better readers (Anderson, Wilson, and Fielding, 1988; Fielding, 1994; Guthrie, Schafer, Wang, and Afflerbach, 1995)” (64). Therefore, by engaging in materials which the students may not be interested in during the school day, they will be more likely to read other subject matters outside of school and consequently increase their reading

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