Parent and Faculty Partnership Gets Grade 9 Boys Reading

When RSGC parent Amanda Lang was asked if she would consider donating $5,000 towards funding a new independent reading program for Grade 9 students, she agreed without hesitation. The program allows for plenty of reading time in class, with students selecting books of their choice from a curated collection of titles purchased by Librarian Tim Hutton. “Aside from wanting to support the school regardless, this one struck a particular chord with me because of my own love of reading and wanting my own Grade 9 student to continue to read,” said Amanda. “Because reading is so important to me, it seemed a perfect confluence of things that I would do this year.” With the money, Tim is able to build a special collection of books that appeal to Grade 9 boys while keeping his existing library budget focused on Junior School resources and academic databases. “Fourteen-year-old boys have a pretty wide taste in literature and can’t really be pinned down,” said Tim. “We’re building a collection that includes a wide range of tastes, from very contemporary modern fiction across all genres, mysteries and thrillers to non-fiction, biographies, and books about athletes, sports and Malcolm Gladwell.” In the Grade 9 Independent Reading Program, the English teachers set aside time for free-choice reading in class. In the Of Mice and Men unit, the teachers used the classic novel as an “anchor text”, discussing themes and concepts using passages from the novel. Students made comparisons between the ideas developed in lessons and their own independent reading. The goal of the program is to encourage more independent reading. English teacher Alison Hart definitely sees the boys reading more, even though the program is still in its infancy. “Some boys are on their third or fourth book, while others are on their tenth,” said Alison. “I also find that it’s generating discussion. The boys are sharing with each other more and advertising their books a little bit. We’ve also noticed in their writing that it’s forcing some critical thinking. Because we haven’t read what they’re reading, they have to identify the key passages and it’s not so teacher-centred.” Both Alison and Tim agree that reading is more attractive to the boys when they are able to choose what they read. “Most of them are receptive because they’re reading something they’re not being forced to read and they’re choosing their own genre at their own reading level,” said Alison. “Choice has been shown to improve reading,” said Tim. “We’re trying to create a reading-positive culture in which boys enjoy reading, where they’re proud of reading and curious. Plus, reading fiction, literature and novels develops greater empathy, which is an important trait.” Reading has always been important for Amanda, which is part of the reason she wanted to support the program. “For me, it’s more than important. It’s essential. I learned as a child that reading

was an escape – it was a way to learn things, but also to build my imagination. It really has become a huge part of how I live my life and be a happy, peaceful person,” she said. “I feel like Grade 9 is a critical stage for this. It’s a point between youth literature and adult literature. There are so many things to read and there’s a way to bridge that gap.” Amanda has already noticed that her son, Julian Borg, is reading more at home since the program’s inception. “He doesn’t gravitate towards fiction as I did at his age,” said Amanda. “Books grab him and that’s really gratifying. He has been reading more lately because he has found some books that he really loves.” RSGC, the English department and Tim are extremely grateful for Amanda’s generosity. “I’m stunned, frankly,” said Tim. “It’s wonderful to know that there’s a parent who supports boys reading like she does.”