Back when I was in elementary school, there was always one task that I dreaded whenever it was assigned in class: the reading log. My first memory of filling out a reading log dates all the way back to my fourth grade year. At the young age of nine, my views towards reading were being shifted in a negative direction. Selecting a book to read for the coming weeks became an assignment to me, rather than a hobby. Although reading logs have been a part of many schools’ curriculums over the past decades, teachers, parents, and students alike have wondered whether they are a useful resource for students or if they do more harm than good.
What are teachers'/scientists' opinions?
In recent years, individuals with extensive experience in education have commented on reading logs’ effectiveness. Author and teacher Laura Robb stated in an article from edweek.org, “Using reading logs to grade assigned tasks can cause students to build
frustration and anger toward reading.” She makes the point that adults rarely have reading logs of their own, so it is unfair to ask that of children. They simply create more busy work for students, especially if extra tasks such as chapter summaries are required.
In addition, a research study from the ERIC Institute of Education Sciences found that when second and third grade students were given mandatory reading logs to complete, they express a clear decrease in motivation for recreational reading after only two months. Considering how essential reading is to elementary school students and beyond, it is imperative that teachers find a way to encourage consistent reading habits separate from the standard reading log.
Are there any alternatives?
At first glance, this might seem a difficult problem to solve. After all, both teachers and parents are constantly trying to find ways to encourage their children to read. However, what many don’t realize is that young readers themselves can make the task easier when given a touch of independence. Laura Robb listed seven methods that she has personally found effective with students in her classroom.
Student-teacher conferences - These can be held while a student is reading a book or after they have completed it. It is essentially a way to check in and gain a sense of the student's developing attitudes towards the book and reading in general. Teachers should ask open-ended questions so students feel free to talk as much as they please.
Student to student conferences - Ideally, students are able to choose partners so that they are as comfortable as possible discussing their opinions on their book. They will likely benefit from asking each other original questions so that they gain genuine interest in various genres of books.
Monthly book talks - Students choose any book they please and give a brief description or review of it in front of the class. This can be a great way to create widespread excitement in the classroom over sharing recommended books.
Elevator talks - In 60 seconds, students will "pitch" a book that they have completed as if they are trying to sell it as a product. This builds public speaking skills and once again builds excitement without making it feel so much like a chore.
Graffiti Wall - On a large piece of construction paper, have students write the title/author of a book, and a few sentences about why they enjoyed it, signing their names afterwards. Allowing students to read what their peers have to say about books makes them more likely to want to pick them up!
Discussions - Utilize small groups (maybe two sets of partners from student-to-student conferences!) to dive deeper into the books for maximum reading comprehension. This option is especially useful when reading more informational texts so that students fill in any gaps that their peers may have missed.
Book Reviews - This encourages young readers to develop their own opinions about books they pick up, and helps them find what genres are most interesting to them.
Ultimately, the goal is to foster students' love for reading. Robb also adds that heavily grading these activities may interfere with the positive experience, so it's important to avoid making these activities feel like assignments. With methods like the ones mentioned above, students no longer feel like they are working on another homework assignment during what should be enjoyable reading time. It can be easy for teachers to think it is school's responsibility to ensure children are reading. With a bit of independence, though, it can be truly amazing what our next generation of readers are capable of. All we have to do is let them.
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