Readers\u27 advisory program for non proficient readers

Non proficient readers often demonstrate resistance towards reading and are especially in need of an environment that encourages students to select and read high quality materials at their level. However,current readers’ advisory practices lack cohesive strategies for specifically targeting non proficient readers in order to increase their motivation to read, self concept as readers, and time spent reading. To ascertain whether a structured and consistent readers’ advisory program for non proficient readers could have a positive influence on students’ motivation to read, self concept as readers and time spent reading, 10 second through fifth grade non proficient readers within a single midwest elementary school participated in an eight week readers’ advisory program, meeting weekly with the teacher librarian. The Motivation to Read Profile (MRP) was given as a pre and post assessment of students’ self concept as readers and the value they place on reading. Along with careful analysis of participants’ responses to the MRP interviews, biweekly survey responses and observational notes from the weekly readers’ advisory conferences were analyzed for evidence of improvement in students’ motivation to read, self concept as readers, and time spent reading. While the MRP results and analyzed student responses indicated that the readers’ advisory program had a positive influence on students’ motivation to read and self concept as readers, there was not definitive evidence of its impact on the amount of time students spent reading. A readers’ advisory program for non proficient readers can have a positive influence on reading behaviors, but further study is needed to understand the complex system that impacts students’ motivation to read, self concept as readers, and time spent reading