By Steve Mayer
It wasn’t until I was “forced” to read “The Agony and the Ecstasy” by Irving Stone that I became an avid reader.
Until then, the act of reading felt more like a chore to be completed for school than an avenue to new worlds of information and wonder. As a child I did not have a lot of confidence as I approached text, and I did not perceive myself to be an effective reader. I read slowly and scored poorly whenever our class was asked to read those color coded SRA cards.
I avoided difficult text because the whole process made me feel inadequate. Everything changed, however, when I discovered Michelangelo from Irving Stone’s perspective.
Until then, I could hardly bear to read a book once, let alone consider reading one twice. Until then, books were tied to tedious assignments rather than to avenues of discovery. Until then, I had not realized that “getting lost in a good book” could be the key to access unknown and exciting new worlds. Were it not for Stone, I may have discovered myself as a reader in another text at another time, but I will be forever grateful for the part he played in my journey. His influence served as the impetus for changing my attitudes about myself and about books.
It is widely documented that learning to read is the cornerstone of education. And education is the cornerstone of ensuring that society continues on a positive trajectory. But for far too many students, reading continues to be a struggle that must be overcome by an “Agony and Ecstasy” moment. We all need to find our sweet spot in books. All of us become stronger, more engaged, more enlightened and better problem solvers when we uncover a passion in the world of print.
Through the years, I have been approached by many parents of high school juniors who are dissatisfied with their child’s score on the Critical Reading portion of the SAT. Inevitably, I ask the same question each time: “Does your son/daughter like to read?”
Almost always the answer for these “underachievers” is no. This significantly limits the student’s ability to improve his/her score. In addition to providing opportunity for new discoveries, over time reading builds vocabulary in ways that no vocabulary program can. Reading regularly has a direct and positive impact on the gains children make in school from the earliest grades.
In Robbinsville, we are committed to strengthening our summer reading program for all students. By increasing the breadth of reading options and including non-fiction and subject specific texts, we seek to avoid the regression in learning that can occur during the summer months.
In a few weeks when the reading lists are posted, we will encourage students to make choices that are interesting and engaging. We know from sound research that staying immersed in literature during the summer months can result in a one-month gain in reading proficiency. Conversely, not reading can lead to the loss of two or three months of reading development.
Whether children and adults experience text through a read-aloud, an audio book or simply by flipping pages while relaxing at the pool or beach, it is clear that reading an array of books has a positive impact. For any who have not yet experienced their “Agony and Ecstasy” moment, I encourage selecting books that have the best chance of engaging minds and hearts.
There’s no real magic in choosing what to read, but there appears to be some magic in choosing to read.
Steve Mayer is the superintendent of Robbinsville schools.
