A Passport to Reading

Every year the Grade 8 classes at Hilton College participate in a reading project called "A Passport to Reading". The aim of the project is to:

• encourage and foster a love of reading

• improve reading habits and introduce the pupils to titles and authors they might not otherwise choose to read

• assist the weaker pupils with their reading selections.

Implementation
A number of titles suitable for this level are chosen from the library catalogue. These titles are then divided into genres with ten to twenty titles for each genre. The genres selected are:
• Classics
• Fantasy/Science Fiction
• Thriller/Crime
• Supernatural/Horror
• Historical/War
• Relationships
• Animal Stories
• Multi-Cultural Stories
• Survival/Adventure
• Humour
• True Stories

The titles selected range from a few easy readers to some challenging titles in each genre. Each title is then awarded points of between three and twelve, depending on the length and degree of difficulty of each book, rather than according to its merit. The majority of the books are given ten points. The books on the list are removed from the shelves and arranged in their genres on top of a low bookshelf. The titles are printed on A4 sheets of paper, in their genres, and the points allocated, if other than ten. Each participant is given a copy of the list for personal use, and in addition, a copy is put above the bookshelf for easy reference so that participants can calculate the points they need to meet the target.=

The English teacher divides the pupils into five groups according to reading ability. This can be done in consultation with the pupils themselves, as they might like to participate in a discussion of their own reading ability. These groups are then handicapped, starting from the strongest readers as Group 1:
• Group 1 handicap = - 20
• Group 2 handicap = - 10
• Group 3 handicap = 0
• Group 4 handicap = +10
• Group 5 handicap = +20

Each pupil is provided with a folder, the front cover of which is decorative and bears his name. The centre of the folder lists the categories and has space for titles read, comments and signatures, while the back cover lists the rules. Included in the folder are a bookmark bearing the logo of the project, and the list of books chosen for the project.

Rules
Pupils must read a minimum of six books from six different genres by six different authors. The genres Classics, Relationships and Multi-Cultural are compulsory. When pupils complete a book they have to discuss it with their English teacher, their academic tutor, or librarian. This person should be satisfied that the pupil has both read and understood the book, and will sign the sheet after the pupil has entered his brief comments on it. Some sheets with pertinent questions for each genre, drawn up by the English teacher, are available if a written format is preferred. In fact, few pupils use these.
The objective is to score a total of 60 points in order to qualify for a reading certificate. Depending on their handicaps and the books chosen, some pupils have to read more than the minimum of six books. If participants find a book in the library which is not on the list and which they would prefer to read, the English teacher or librarian may give them permission to do so, provided that it falls into one of the given genres. When participants have achieved 60 points they give a brief presentation to their classmates, giving a critique of their reading and of the project itself. Reading certificates are presented by the Headmaster at a school assembly. Special privileges may also be granted to these pupils. The exercise runs over a period of approximately four months.

Pros and cons of the project
The weaker readers benefit from being able to select a title from a far smaller number of books; they are not confused by too large a selection. Being in their first year of secondary school, they frequently find it very confusing to select books in a senior library. Undoubtedly some pupils who have previously made little or no time for reading start reading again. All the pupils read and enjoyed books they claimed they would never have chosen had they not been part of the exercise. For example, staff members have been surprised at the extent of enjoyment of the Classics selection. The Puffin Classics series was particularly successful with this age group. Many boys said how much they actually enjoyed books that they had never read before such as Robin Hood or Peter Pan. Pupils were also receptive to peer reading recommendations.

Many teenagers suffer from what is referred to as 'instant gratification syndrome.' Normally, if they are not gripped by a book within the first few pages, they discard it. It was most pleasing to find how many of them discovered that if they persevered with a book it was often surprisingly enjoyable. Those with low handicaps (poor reading ability) were the most determined to prove their ability and strove to manage the more difficult books and so achieve their points. However, pupils resented being forced to read from the selection chosen. For that reason they were subsequently allowed to choose for themselves, although most of them do, in fact, read from the selection. Some of the more advanced readers felt they needed no encouragement to read, and that the reading project should not be compulsory. Several commented that they were frustrated by finding an author they enjoyed but whose other books they could not read because of the constraints of the project.

Staff discussing books with the pupils became involved in one-to-one discussions which were beneficial in getting to know the pupils. This also enabled the pupils themselves to feel they were getting the benefit of a staff member’s complete attention. The librarians became more attuned to pupil reading tastes and had a better feel for the books written for that age level. Other members of the teaching staff were asked to support the exercise and to encourage the pupils to read their books if they had finished work in the classroom. Involving the whole staff in the exercise made them feel that they were part of it and that they had supported the school’s reading ethos.