Growing Literacy for Academic Achievement—Discussion Summary

By Ms. Corcoran, Ms. Melville and Ms. Fast 

On Wednesday, April 29, we welcomed parents to our Library and Learning Commons to discuss reading and its huge impact on academic achievement. Thank you, parents, for showing up willing to learn, share, and ask questions. We appreciate you and look forward to our next session. 

Please find below a summary of the information we shared.

Reading is in a Decline
  • Reading frequency and reading for pleasure are at historic lows.
  • This decline is linked to 
    • children not being read to in the early years because of different parental attitudes about its importance, 
    • a shift in thinking about reading as only a subject connected to school, 
    • and an increase in technology use in the home.
  • These influences impact boys to a higher degree than girls.
  • Fortunately, the data collected at WPGA supercedes national and international averages.

Reading IS Important
  • Reading builds perspective and understanding. It allows children to see a world outside their own and learn how others may feel. It also helps children to understand their own feelings and the impact they have on the world.
  • Reading builds connections. It allows families to discuss, think and reflect on events and life experiences. It is a great conversation starter.
  • Reading builds academic strength:
    • Early readers are stronger academically because they have more opportunity to build reading skills. The more they read, the more words they know with greater complexity.
    • Knowing and understanding different reading structures like a narrative or how information is laid out in an informational text or graph, improves logical thinking in math and science.
    • Reading provides a greater understanding of general knowledge so children can easily scaffold what they know and dive into new understanding.
    • Strong readers have higher mental stamina and can attack greater problems and stay on task for longer.
    • We have seen examples of students at WPGA whose academic strength has grown due to starting a consistent home reading practice.

Strategies for Early Readers, i.e. Those Learning to Read
  • Reminder: Reading is hard work. Practice isn’t always fun. The end result is worth it because reading is  fun. 
  • If a child says they dislike reading, it means it is still hard for their brain. The only way to make it easier for the brain is through reading practice.
  • We teach the mechanics of reading at school, and at home is where the practice happens.
  • Establish a daily 10-15 minute reading practice routine.
  • Reading can be anything, e.g. single words, silly sentences, controlled texts.
  • Take turns with read-alouds.
  • Sometimes you need to stop and sound out a word. Other times, it is about flow and keeping going. Is the word they are stumbling on, a word within their understanding? Then stop and sound it out. If it isn’t, supply them with the word.
  • Model the reading culture. Research is clear: children do what we do, not what we say.
  • Practice means a child can move from endurance to enjoyment.

Strategies for Strengthening Readers, i.e. Those Already Reading 
  • Create a community of readers: everyone in the family reads for a set length of time at a set time each week.
  • Get students involved with book choice and selection. This also helps encourage engagement.
  • Reading and rereading for pleasure is fun, and encourage stretching their choices and increasing their learning, when you see exclusivity. For example, if your child is only reading one graphic novel series, see if there is a novel read-alike that they could try before they go for the next reread.

Strategies to Fit Reading into Busy Lives: Overcoming Barriers
  • Carry books with you to read when you are out and about, running errands or waiting in the car for pick-up.
  • Have book baskets located at strategic places around the house.
  • Instead of reading at the end of the day, try the beginning of the day.
  • Read at unconventional times, like in the bath, at a restaurant, or while waiting in a car.
  • Listen to audiobooks in the car to stimulate conversation and a shared love of story. Note for those who are already fluent readers, audiobooks activate the same parts of the brain. They do not replace reading practice for early readers and those strengthening their reading skills.
  • Reading practice can happen with anyone, e.g. a sibling, or a grandparent over Zoom. 
  • Play alphabet and word games while driving.
  • Have a family read aloud.

Useful documents shared at the session:
Back
Since 1996, West Point Grey Academy has gratefully resided on the Jericho Lands, the unceded traditional territories of the xʷməθkʷəy̓əm (Musqueam Indian Band), Sḵwx̱wú7mesh (Squamish) Nation and sə̓lílwətaʔɬ (Tsleil-Waututh) Nation. Honoured to learn and play on these beautiful lands, we endeavour to be a leader in Indigenous education. In creating shared understanding and opportunities, we hope to help foster a more equitable society for all.

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West Point Grey Academy

4125 West 8th Avenue
Vancouver, B.C., V6R 4P9
Tel: 604-222-8750