8
Taking into account the agreement of researchers on most aspects of effective reading
promotion (Gambrell, 1996; Turner, 1997; Guthrie et al, 1996; Lockwood, 2008; Baker et
al, 2000; McKechnie&Rothbauer, 2006) and in an attempt to produce a synthesis of
important research findings, the LiRe consortium suggests the following comprehensive
list of guidelines and strategies for a school teacher or librarian who strives to help
children become lifelong readers:
A Teacher or School Librarian who promotes reading engagement
1.
Is a reading model and communicates daily her/his enthusiasm about reading
2.
Is informed about and has read a high volume of quality texts for children and
YA
3.
Creates a print- and technology- rich classroom library to entice children to
read
4.
Organizes a reading environment where there is easy access to plenty of
suitable texts (in print and on screen)
5.
Promotes “light reading” as well (comics, magazines, popular print, on-line
reading, etc.)
6.
Encourages and enables students to choose texts that interest them
7.
Helps students become familiar with books and other texts
8.
Plans for social interaction and collaboration about books and reading: peer-
to-peer recommendations, teaching and learning
9.
Provides incentives that reflect the value of reading
10.
Enhances student autonomy: motivating activities which are open and
authentic tasks that promote learner choice and control
11.
Has high expectations and encourage students to do so as well
12.
Ensures that pupils are aware of what they are doing and how and why they
are doing it
13.
Establishes ‘real world interaction’
14.
Achieves expertise in teaching reading and helps children build the word-level
foundation for engaged reading
15.
Helps children who experience reading difficulties
16.
Fosters reading for learning
17.
Provides sufficient time for in-class/library reading
18.
Reads aloud to children
19.
Builds towards coherent instruction
20.
Facilitates reading instruction through school-wide coordination
21.
Fosters home and community connections to support children’s reading
22.
Avoids giving a negative message about reading
