...Think of the library in your room as the heart of effective literacy instruction (Reutzel and Fawson, 2002).
Teaching children to read and providing them with something worthwhile to read is not a job for the faint of heart in this world. But I'll keep at it, and I won't be alone. You'll come too. We're fortunate, you know. Too many people in this world spend their lives doing work that doesn't really matter in the great scheme of things, but bringing children and books together does matter. And we get to do it (Paterson, 1999).
Knowing my books and my children, and making a match between them, is one of the most important things I do and one of the most demanding. It is exacting work that has led me to adjust my priorities in how I use my planning and classroom time (Taberski, 2000).
The Importance of The Classroom Library
A large, varied, and often-refreshed collection of books in the classroom is a vital ingredient in improving reading performance. Recent studies on literacy confirm that the more contact children have with books, the better readers they become. Teachers promote better reading performance by reading to children daily (see Read Aloud with Accountable Talk) and by having them interact with books through the extensive use of classroom libraries (Neuman, 1999).
Benefits of Surrounding Children With Books
- For virtually all children, the amount of time spent reading in classrooms consistently accelerates their growth in reading skills (Anderson, 1996; Anderson, Wilson & Fielding, 1988; Cunningham & Stanovich, 1998).
Important Role of the Classroom Library in Developing Literacy
- One large scale study (Neuman, 1999) revealed that with books in close proximity to classroom activity: (1) time spent reading increased by 60%, (2) literacy-related activities more than doubled, and (3) letter knowledge, phonemic awareness, concepts of print and writing, and narrative competence rose 20%.
Characteristics of an Effective Classroom Library
- A large supply of books. Fountas and Pinnell (1996) recommend a collection of about 300-600 books, depending on the grade level and number of copies of each title.
- A wide variety of books, replenished regularly. The library should include books that range in difficulty as well as both a permanent and revolving collection of texts.
- A variety of genres. For example, traditional stories, fantasy, realistic fiction, historical fiction, information, biographies, etc.
- High-quality books. High quality books that are new, bright and have eye-catching cover illustrations and titles will catch children's attention and keep them engaged.
- An attractive setting. Recommended design features include partitions, ample space, comfortable furnishings, open-faced and traditional bookshelves and literacy displays and props.
Regular Reading Improves Literacy and Comprehension
- Children need to read a lot (Allington, 2001). This refers to both reading volume (i.e., number of texts) and reading stamina (i.e., number of minutes). For more information view Independent Reading and the attachments (e.g., Allington Research, Allington Guidelines, The Art of Teaching Reading) below.
- Children need books they can read, in other words, texts that they can read accurately and fluently (Allington, 2001). For more information on "just right" or independent books please view Frequently Asked Questions.
- Children need to read fluently. Fluency is an important milestone in reading development; research shows that there are definitive links between fluency and comprehension (Allington, 2001). For more information on fluency please view the fluency attachments on the Independent Reading page.
- Children need to develop thoughtful literacy, in other words, demonstrate various sorts of understanding of texts read. (This is in sharp contrast to what has been traditionally labeled as comprehension tasks which focused largely on remembering, a very narrow slice of what is needed for understanding what is read.) By participating in frequent conversations about texts read, students are able to develop and demonstrate their thinking and understanding (Allington, 2001). Research also shows that opportunities to talk about books helps foster a love of books and enhances children's motivation to read (Newuman, 1999). For more information on the importance of talking about books read, please view the attachment below
Matching Books to Readers; Positive Aspects of Leveling Books for Readers
- Children will make the most reading progress when their books are not too easy or too difficult (Allington, 2006).
- By reading just-right texts, children are able to read fluently and comprehend better, thereby developing the traits and habits of proficient readers (Allington, 2006; Rasinski, 2003).
- Children who read just-right books experience success and are therefore more likely to read with more stamina and engagement (Allington, 2006).
- Reading acceleration is possible for all children when the text/reading level is matched (O'Connor et al, 2002).
- Groupings of books into levels can make it easier for teachers, parents and children to select books to read (Sibberson, Szymusiak & Kock, 2008).