D

eveloping a daily reading regimen is a crucial link to becoming a life-long reader.

In order for this routine to arise in young readers, they must obtain support from both their school and parents.

Before discussing the importance of daily reading, let us explore the accurate connotation of the word "reading" or "reading comprehension."

Reading comprehension is (the act of) understanding a text that is read, or the process of "constructing meaning" from a text. Comprehension is a "construction process" because it involves all of the elements of the reading process working together as a text that is read to create a representation of the text in the reader's mind (Partnership for Reading, 2005).

In order for a person to read, they must possess the ability to decode fluently and comprehend what they have decoded. Reading fluency is the ability to read accurately, quickly, effortlessly and with appropriate expression and meaning (Rasinkski, 2003) and comes with a consistent allocation of daily practice.

Children who frequently read numerous types of literature generate thoughtfulness about the world around them and bring a fresh understanding which enables them to help us effect the achievements of everyday life (Guthrie, Bennett and McGough, 1996). Schools can teach a child how to read but practice must come from the home.

Children who read independently are more likely to become lifelong readers. This type of independence requires intrinsic motivation from the child. When teachers help students develop independent literacy habits, they ensure the student will continue to read long into their adult years (Boushey and Moser, 2006).

In their book titled The Daily Five, Boushey and Moser discuss several specific teaching strategies to create great reading habits. Some of these strategies are: giving a substantial time to read and write weekly silently or out loud, build stamina to help children stay focused for longer periods of time while reading and help students learn the process of self monitoring their own reading and writing (2006).

One thing Boushey and Moser reiterate several times throughout their book is tasks do not always equal achievements and allowing students to orally present information in small groups is fine, rather than always requiring a writing assignment (2006).

In the book Growing Readers, Collins suggests providing a print-rich environment and access to various types of reading materials such as poetry and songs in the classroom, which encourages independent reading (2004).

Collins also insists that the responsibility of teachers is to provide whatever materials, accommodations and modifications their students need to excel in reading (2004). While providing these services, it is also the job of the teacher to incorporate independence with clear expectations and problem-solving strategies for all students (Collins, 2004).

Finally, through independence, students will learn they can be the experts in any given subject area and can share-out through oral presentations, small groups or report writing (Collins, 2004).

The foundation of literacy comes from the understanding of language (Oldfather, 1994). Language is developed at an early age in the home and is then cultivated at school through social interactions and academics. Through various types of interactions, students create their own personal identity as readers, writers and thinkers (Oldfather, 1994).

Many students are not motivated to read on a regular basis. This attitude may stem from the lack of exposure to great literature or may have developed from insecurities directly related to negative experiences with reading.

The responsibility of teachers in today's classroom is to create an environment that cultivates students' voices, which may in return develop their own sense of ownership of literacy education and lessen feelings of fury, worry, isolation and helplessness (Oldfather, 1994).

In a study focused on students struggling with the motivation to read, one teacher focused her attention on learning, rather than extrinsic motivators such as grades. This technique helped the students think metacognitively (thinking about thinking), rather than relying on adults to think for them (Oldfather, 1994). This technique illustrated an increase in students' self-determination.

Also, the findings of this study showed students who experienced positive situations with reading were more motivated to find intrinsic motivators such as open mindedness, worthwhileness, self regulated attention and alleviation of boredom to keep them interested in reading (Oldfather, 1994).

Another study that was conducted over a year using fifth-grade students from multi-cultural backgrounds showed a significant increase in the student's engagement in reading.

The students who participated in this study gained substantially in the areas of higher comprehension skills such as searching for and comprehending informational text, building theoretical understanding and shifting this knowledge to solve problems (Guthrie, Bennett and McGough, 1996).

This study used various types of social interaction such as peer-to-peer discussions, the use of personal interests, sharing what they have learned in both small groups and as peer-led discussion groups to produce intrinsic motivators for the students.

Children who are given repeated opportunities to read aloud to parents and other adults who actively listen are more likely to become lifelong readers (Macfarlane, 1994). Parents who learn and use various techniques such as talking or sharing with their children during daily reading times, questioning their children about what they have just read or have heard and journaling are directly linked to the increase of their child's overall reading ability and stamina (Macfarlane, 1994).

There are many techniques schools can use to motivate children to become lifelong readers but parents are a child's first and most influential teachers (Macfarlane, 1994). A quote from Barbara Bush says it all, "Above all, children love to be read to. It is a special time for them to be close to the grownups who care for them and a wonderful way to feel loved" (1993). Two effective ways parents can motivate their children to read more are reading aloud to them and letting them see you read (Macfarlane, 1994).

Other ways parents can motivate their children to read more is by making a game out of reading. Younger children usually learn best while playing (Macfarlane, 1994). When they believe a situation is a game, rather than instructional time, they may be more inspired to participate.

Because parents are with their children for longer periods of time, they have more opportunities and teaching moments to take advantage of. Daily activities such as telling time, shopping and reading signs are just a few situations parents can "play" or "quiz" their children about (Macfarlane, 1994).

Becoming a life-long reader has a direct correlation to achievement in other academic areas such as writing, vocabulary development and information gathering. Schools have an important role in placing a love of reading into a student's heart as well as creating good reading habits.

However, schools cannot do all the work themselves, especially since parents are the experts on their children.

Also, teamwork in this area, between schools and parents will have the most positive effect to increase the success of readers. Encouraging children to read more is not enough.

We as adults must model this behavior as well and produce a text-rich environment both in the classroom as well as at home. By using consistent strategies in the home and at school, children will be less likely to hang out in malls or play video games all day and be more likely to pick up a book on a subject matter that excites them.