Readicide

The book Readicide by Kelly Gallagher highlighted several important factors that language arts teachers need to be aware of when trying to develop their students into lifelong readers, which include avoid developing instruction around standardized tests, allow students to engage in both recreational and complex academic texts, and teach to the students’ sweet spot (i.e. not over or under teaching).

Though standardized testing affects teachers and school greatly (i.e. funding, salaries and promotions, ranking of school…etc.), teachers need to (at all costs) not let standardize testing dictate their curriculum. Teachers typically try to “prepare” their students for these state mandated tests by bombarding them with copious amounts of reading without really providing the students the tools and time to successfully comprehend and find the value in the different texts. Not only is this method not effective, but it also creates readicide (i.e. destroying the students’ love for reading). Gallagher (2009) notes that, “Of course, the biggest danger of sprinting through various readings in any content area is that we graduate students who do not develop an interest in any content area. Authentic interest is generated when students are given the opportunity to delve deeply into an interesting idea” (p.11). By not allowing our students to do close reads, to think critically about texts, and find value in the material they are engaging in, teachers are stripping away their students’ motivation, curiosity, and deeper level of understanding, which are needed to be a successful reader as well as a lifelong reader. Gallagher (2009) goes onto state that, “By gearing students year in and year out to practice for state-mandated reading exams, we had begun producing high school seniors (students who now had numerous years of testing focus) who had passed their reading tests but were leaving our schools without the cultural literacy needed to be productive citizens in a democratic society” (p.28). Teachers really need to fight this urge to partake in these awful and ineffective practices and focus on developing lifelong readers.

Additionally, it is vital that language arts teachers integrate recreational and complex academic texts evenly throughout their curriculum. A language arts class period should utilize authentic complex academic texts that vary in size (i.e. short pieces to novels), type (i.e. poems, novels, articles), and complexity that also help the students to make sense of the real-world. Complex text such as Hamlet or 1984 are challenging for students to read (which is why most students give up and turn to CliffNotes), but if taught correctly, can be really impactful and can help prepare students for the real-world. Gallagher (2009) notes that, “Animal Farm is not simply an unusual trip to an English farm: Orwell’s classic presents our students with the opportunity to discuss what happens when citizenry fails to pay attention to its leadership. In an increasingly complex worlds, our students are in desperate need of these ‘rehearsals,’ and books are the perfect resource to foster this kind of thinking” (p.66). Though complex text are a must have in the classroom, a language arts curriculum also needs to provide time for students to partake in recreational reading. Gallagher (2009) states that, “Numerous studies have found the most powerful motivator that schools can offer to build lifelong readers is to provide students with time in the school day for free and voluntary reading” (p.75). Gallagher (2009) goes onto discuss that, “Warrick Elley, the New Zealand researcher, studied the reading achievement of more than 200,000 students in thirty-two countries and found a strong correlation between time spent reading and reading achievement” (p.52). As one can see, teachers play such an important role in shaping future readers. This is why we must foster a curriculum that intertwines opportunities for students to engage in both complex authentic texts and recreational reading as often as possible.

Finally, teachers need to teach to the students’ sweet spot (i.e. not overteaching and not underteaching). Gallagher (2009) explains that, “There is a huge difference between assigning reading and teaching reading, and students need teachers who recognize the balance between chopping books to death and handing books to students without the proper level or support” (p.87). When teachers overteach text (i.e. having the students stop at every page to discuss main ideas, answer questions, fill out worksheets, annotate…etc.) it ruins the students flow (i.e. the ability to get lost in the text), which makes it harder for the students to really engage with the text and find the value of the text. Gallagher (2009) states that, “Young readers are drowning in a sea of sticky notes, marginalia, and double-entry journals, and as a result, their love of reading is being killed in the one place where the nourishment of a reading habit should be occurring-in schools” (p.59). This kind of teaching is resulting in students hating classic books like To Kill a Mockingbird and fostering readicide in our student.

However, it is also problematic when teachers underteach text. Most students need the expertise of their teacher to help navigate complex texts like Hamlet and 1984 and find the value that these texts bring to their reading experience. Gallagher (2009) warns that, “When the sweet spot is missed, the result is almost always the same: the batter is out. However, when the ball hits the sweet spot, the batter knows it immediately. The ball really flies. Hitters describe the feeling of hitting the sweet spot as ‘true’ or ‘pure’” (p.90). Teachers really need to figure out where the sweet spot (i.e. proper amount guidance vs. independence) of the students is and then he/she needs to develop instruction around that sweet spot using authentic complex texts. Additionally, teachers can encourage their students to be interested in complex texts by framing texts, utilizing close reads, and providing tools/strategies to help students overcome challenges when reading. Teachers need to keep in mind that not every student is going to enjoy every text read in class, which is okay. However, every student should find some sort of value in each of the texts read in class. Gallagher (2009) notes that, “Many of the pleasures I enjoy today are a results of the required guidance of others who helped me discover the beauty and value of these pursuits I would not have found had I been left on my own” (p.94). Teachers have a lot of power in the classroom, they can either promote lifelong readers through developing engaging and challenging curriculum (in the students’ sweet spot) that is supported with complex authentic text and recreational texts or they can continue to promote readicide through shallow teaching coupled with overteacher or underteaching complex text.

Amy Johnson- I totally agree with you, getting student to discover their reading flow is so important when trying to develop lifelong readers. When I was an aid, I constantly saw teachers chopping up books. We would stop almost every page and discuss something or check for comprehension. I could see that the students were getting so frustrated that they were continuously being interrupted. However, this is how I remembered my own reading experience to be, so I thought it was a good teaching practice or something… I am glad to hear I was wrong! I also agree that the jigsaw approach sounds like a really great way to engage students in group discussion and also build background knowledge.

Linda- I also like how Gallagher stated that as long as the students found something valuable in the text then you have done your job regardless of if they liked the text or not. It is great to hear that you are actually able to utilize these practices right away. I would be interested to hear if you saw any change in your students’ attitude towards reading after you use some of the strategies!

Once I got into the flow of Readicide, I rather enjoyed it. However, at times it was quite repetitive at the end. I feel like the book could've been half the length, and much more potent because of it. I was hoping the end of the book would have an author's note on their opinion of what has happened in education since the book was first published. At times, the projections of the studies cited were dire, almost like they thought that by 2015 we would all be illiterate, and taken over by Finland, Japan, and South Korea. This hasn't happened, despite our ever-increasing amounts of testing.

There were many takeaways I will apply to my future classroom. As a teacher, I will be a literary tour guide for my students. Like a good tour guide, I will show them the way enough for them not to be lost, and tell enough interesting facts to stir interest, without ruining the aesthetic experience with too much chatter. To prepare children for each trip a class book will take them on, I will frontload background information and frame the text before we start reading. hat’s like learning about a new city or country before you visit it. Things make a lot more sense once you get there if you already know a little bit about the language, culture, and geography. Without that background knowledge in a new place, you would be very lost. This way, I'll avoid chopping the book up, and committing readicide. Breaks will be in plot-appropriate places, not mindlessly selected chunks of chapters. Close reads will be done with a short passage taken from the previous night's homework - making every close read also a re-read. This will aide comprehension. Furthermore, readers get more out of a text the second time they read it. The first reading is the "survival" reading where students attack unknown words, decode, and make preliminary meaning. The first read is exploration of a new city, and a second/close read is picking where you'd like to have dinner.

In the schools I have observed and worked in, I haven't seen much readicide take place. I've seen a lot of emphasis on personal reading books, and the more emphasis on them, the more children seemed to really enjoy reading. I've never stopped to think how assignments might interrupt the flow for some students, reducing engagement, and eventually resulting in that student disliking reading. I'm glad I read this book and was exposed to this point of view I would've otherwise never considered.

Amy- it is good to hear that you have not seen much readacide in the schools you work at. I also agree with you that teachers may not realize they are chopping up assignments... affecting the readers flow. The book makes you stop to think about how you are engaging your students.

Amy Vaid,
I agree with you about the book being a little repetitive. I felt like he made some great points that I will definitely use in my class, but it seemed like he was saying the same thing but in a different way. I also was hoping for a follow up at the end of the book. I am interested in what he thinks has happened since the book came our and what is going on in education right now.

I also think the book tour is a great idea. I also like what he says about introducing the book. I am introducing a new book to my students this week and Monday's class (all 88 minutes) will be spent on introducing it. They will be learning all about Sudan, refugees, and the lost boys of Dinka before I even show them the book. These are all great strategies to build on their funds of knowledge before just diving into the book.

Linda, those all sound like great reading strategies for your students. You will have to show me an example of one of your weekly bell ringer packets. I am also glad to hear you read aloud to your students. This is great for all grade levels. I did my practicum with second graders and this was one of their favorite parts of the day! It sounds like you are doing a great job with your ELA class.