Everybody Reads in Poulsbo: An Examination of the Intersection Between Reading for Pleasure and Teaching Complex Texts

Abstract

The Common Core State Standards suggests that we will more equitably and effectively prepare students for college and career readiness through spiraling standards across foundational content areas. In literacy, this requires that students maintain a predictable, consistent trajectory in their reading growth from kindergarten through 12th grade. However, with the American educational system seemingly in decline in contrast to other developed countries and our national alliteracy on the rise, this author asks: How can we enshrine both a love of reading and rigorous reading curriculum into our instruction in secondary schools? In exploring this question, Sophia Sinco first seeks to fill a void in the literature, compiling information related specifically to the motivation of readers at the secondary level and modernizing this information to fit it within the realm of our contemporary curricular discussion. Secondly, her research proposes teacher actions that might address the engagement of secondary readers, investing them in their own growth as readers and, consequently, advancing deeper thinking that accompanies the shared commitment to literacy growth between the instructor and the student.