[kids-lib] Research: What Kids Are Reading and Why It Matters (1st-12th Grade)

[Katie Anderson]

What Kids Are Reading and Why It Matters
http://static1.squarespace.com/static/5296055fe4b055ccc3aa9d52/t/54b3f512e4b08e05fed49ebe/1421079826695/What+Kids+Are+Reading-+And+Why+It+Matters%2C+2015+Edition.pdf

Here are my take-aways  from the report:

*         This report is by Renaissance Learning Inc., using data from their Accelerated Reader database.

*         Data was collected on more than 9.8 million students in 1st-12th Grade who participated in the Accelerated Reader Program from 31,633 schools who read more than 330 million books.

*         "Three characteristics of reading practice explain variance in achievement outcomes: comprehension, volume (the amount of time spent reading), and challenge (zone of proximal development<http://en.wikipedia.org/wiki/Zone_of_proximal_development>)." Pages 5-8 of the report

*         There is an excellent chart at the bottom of page 6 that illustrates the impact of time spent reading daily on Accelerated Reader Quiz scores. This may be useful for those of you using timed reading logs and/or reading logs to establish a daily reading habit during the summer reading program.

*         The lists of the top 25 fiction books by grade level are on pages 12-23. This may be useful for those of you in communities with strong Accelerated Reader programs or for other fiction collection development projects.

*         There is a great chart on page 26 that provides good data on what we already knew, boys read more non-fiction. This may be useful for those of you trying to engage boys in literacy programs or trying to improve and increase non-fiction collection development.

*         The lists of the top 25 non-fiction books by grade level are on pages 28-39. This may be useful for those of you in communities with strong Accelerated Reader programs or for non-fiction collection development projects.

*         If you are in a community with a strong Accelerated Reader program, then you may want to read pages 41-43 to learn about the program's new text complexity grade bands that aim to address developmentally appropriate increases in text complexity (zone of proximal development).


Katie Anderson, Library Support and Development Services
* Youth Services Consultant * Oregon Center for the Book Coordinator *
Oregon State Library, 250 Winter St. NE, Salem, OR 97301
katie.anderson at state.or.us<mailto:katie.anderson at state.or.us>, 503-378-2528
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