Recently, an article from LCPS administrative office was shared with the Secondary English educators lamenting that students in college cannot read (https://www.theatlantic.com/magazine/archive/2024/11/the-elite-college-students-who-cant-read-books/679945/). Rose Horowitch emphasizes the fact that “to read a book in college, you have to read a book in high school.”
While the structured study hall policy may need some tweaking, its required 20 minutes of reading has potential benefits in fostering better reading habits and overall academic success. Students who read for 20 minutes daily increase their test scores, are placed in the 90% of their peers and learn 1,800,000 words per year (Nagy and Herman, 1987). Stronger vocabulary and building stamina will benefit students’ future success in college and beyond. Literacy Coach, Penny Kittle, highlights Malcolm Gladwell’s 10,000 hours rule: the key to success in any field has little to do with talent, it is simply practice, 10,000 hours of it -twenty hours a week for ten years (Grossman 2008) …volume matters.”
Kelly Gallagher, a full-time English teacher, reading guru, and author of Readicide laments that students do not read at home. He states, “nearly half of all Americans ages fifteen to twenty-four do not read books for pleasure.” With sizable portions of students not reading on their own, it is imperative that we provide the time, space, and consistent practice for reading to improve their literacy and general academic growth. LCHS is committed to promoting life-long learners and the benefits of SSR/independent reading outweigh the inconvenience that can occur which can be remedied through learned time management.
While it is true that many students may be burdened with heavy workloads from AP courses, the structured reading time can serve as a mental break from the intense focus required for subjects like calculus or history. This break can help refresh their minds, making them more productive and efficient when they return to their assignments. The loss of 20 minutes might seem significant; however, it is important to weigh this against the long-term benefits of improved reading skills. For students involved in sports, extracurriculars, or jobs, strong reading and comprehension skills can lead to better academic performance overall, which in turn can open more opportunities in the future. Neuroscientist, Maryanne Wolf, states, “so-called deep reading -sustained immersion in a text – stimulates a number of valuable mental habits, including critical thinking and self-reflection, in ways that skimming or reading in short bursts does not.” For those of you who find yourself needing to read for a subject, that is completely acceptable, just simply read your text.
Toddlers “melt down” when parents ask them to eat vegetables, but parents are not going to allow their children to make poor food choices based on a lack of understanding in the moment. Similarly, we as teachers are holding strong as we understand the value of reading and benefits it can lead to future success beyond LCHS. Students taking college level classes were surveyed as to their reasons for not wanting to read during study hall. The results indicated not enough time. Again, strengthening executive function skills would be advantageous instead of “giving up” reading. George R.R. Martin states it best in A Dance of Dragons, “A reader lives a thousand lives before he dies…The man who never reads lives only one.” Jon Gordon and Damon West’s well-known allegory of the impact of boiling water, we can choose to harden like an egg, soften like a carrot, or in the case of independent reading, we can opt to enjoy the refreshing subtleties and flavors of brewing coffee as we embrace The Crucible and expand our critical thinking and our perspectives.
Valerie Rife is a reading specialist at Loudoun County High School.
