In recent years, teachers from Suzanne Middle School have seen a decrease in students reading recreationally.
From factors like students having a shorter attention span to easier accessibility to technology, many students are spending less time reading.
“I have seen people read less books overall, but the amount of reading done for fun has not changed. Previously, in [the] advanced [class], there were tighter reading requirements. Since the removal of the advanced classes, requirements have loosened, causing people to read less,” Suzanne Middle School eighth grader Kristen Dermawan said.
With less students reading and the removal of the advanced language arts curriculum that was implemented this year, many teachers face challenges encouraging more students to read.
“We are giving reading time in class for independent reading, so we are trying to give them a time and space for that to occur,” language arts teacher Alice Chen said. “[But] when they’re at home, there’s a lot of temptation to do something else, and unfortunately, it has become harder to overcome compared to previous years.”
Beyond the obstacles of trying to motivate more students to read, teachers are trying to adjust their curriculum and learn how to accommodate students with varying levels. Despite these challenges, teachers are recognizing solutions to overcome these difficulties.
“It’s very difficult [accommodating students with a range of abilities]. But that’s where independent reading could be a really good tool because should anyone hold themselves accountable to that, they can choose the type of books at their level. It would be one way for them to be more successful, [while also] catering to their individual interests and their differing levels,” Chen said.
