American schools are facing a crisis of achieving reading. The recently published national evaluation of Educational Progress (NAEP) is Only 31% of fourth graders and 30% of eighth graders read at a skilled level or above.. Dr. Julie A. Evans, CEO of an education nonprofit organization Tomorrow’s projectfound that educators across the country are addressing the intertwined challenges and sustained socioemotional issues of reducing student engagement. The district is implementing a wide range of interventions, from hiring private tutors to holding contests that reward students with reading as many books as possible.
According to New research Starting from the project tomorrow Thorndike Press From Gale, part of the Cengage Group, Big print book It can improve students’ reading achievement levels and attitudes towards reading. These books contain the same text as the standard edition, but use 16-point fonts, high-contrast black ink, and increased spacing to enhance reading for passive or struggling readers.
Project Tomorrow we surveyed approximately 1,500 students from grades 4 to 12, as well as 56 teachers and librarians from 13 primary, middle and high schools in the United States, and the results were impressive. When asked whether large-scale print books had a positive impact on students’ reading success, 87% of teachers agreed. This simple format change makes the book more accessible and enjoyable for a wide range of students, and, as Dr. Evans observed, “fiancés will learn more from reading.”
Instant implementation and impact
Large printbooks provide easy-to-implement interventions without the need for large-scale training or curriculum changes. Their effects can be immediate and visible.
Dr. Evans observed how the physical attitudes of seventh grade research participants changed when they read small prints and large printed books. Her posture was visibly emphasized in the small print. You could see the tension on her back and shoulders, and she read the book closely and read it, using her fingers to track her location. With the large print, her posture was more relaxed, and she could place the book on the desk and put her arms down to read. She says it released her tension and improved her retention, and she was not alone.
Large-scale print books reduced reading stress for most readers who participated in the study. However, the most dramatic impact teachers noticed among subgrade level readers was that printed texts favored students’ emotional and mental health and self-efficacy.
- 81% of teachers said that large-scale prints reduce student anxiety about reading.
- 87% of teachers were very confident in their students’ reading abilities after reading a large print.
- 74% of teachers noticed an increase in classroom reading trajectories.
Due to the immediate visual appeal of large printbooks, teachers do not need to wait months or years to influence students’ reading. Easy-to-read books create a noble cycle where students are less tense about reading, so you can read more. As practice is strengthened, they become more skilled and confident readers, and they are motivated to read more, as everyone loves to do what they are good at.
It stimulates the joy of reading
You can bring joy to your reading by offering books in a student-welcome format, such as graphic novels, audiobooks, and large-scale printed books. Librarian Teacher Tasha Squire reported that students at O’Neill Middle School in Downers Grove, Illinois, chose larger prints with a 2-to-1 margin when given a standard book and a large print choice. She said that reading books with fewer words on each page will help students gain confidence and increase engagement as they say “because they are turning the pages faster and physically.”
Research shows that 89% of students in grades 6 to 12 enjoyed reading large print books, while 75% of middle school students and 86% of high school students wanted more access to large print books. Dr. Evans highlighted high school students from one of the research focus groups. He said, “Why aren’t all our textbooks in large print?”
Address differences in learning and reading challenges
Large-scale printing may not be the standard for textbooks, but it appeals to a wide range of students. One high school student in the AP English class told Focus Group that he appreciated the book “makes my brain feel calm” and supports a reading approach to knowledge acquisition.
Michele Burnaby, an ELA teacher at Marco Forster Middle School in San Juan Capistrano, California, found a large print that was particularly beneficial for students with individualized educational programs. (IEPS)). She would say, “students were used to big prints,” and do their homework more often. “When given the option, three out of four would choose a big print book.”
My experience with large prints is not only professional. That’s also personal. My daughter was reading the assignment and was eventually diagnosed with ADHD and some learning difficulties. She took part in the 504 plan, which began with fourth grade, and then an IEP that began with sixth grade. Through her trial and error process, she found that the most effective reading approach for her is a combination of large print and audiobooks.
She went from reading at grade level two years later to reading at grade level two years later. Being a confident reader has transformed her into a person. She began reading loudly in her class and even joined the discussion club! She has continued to graduate from college and is now a mother who owns her own business.
My daughter’s success story highlights the benefits of providing students with a variety of reading formats, not just in the library but also in the classroom. After classroom observations, 55% of teachers said that students diagnosed with ADHD improved key literacy skills such as letter and word recognition and comprehension. When asked if students could easily access more large print titles, 100% of teachers said yes.
A Project Tomorrow study shows that large printbooks are powerful and easily implemented literacy tools. To effectively deal with the current reading crisis, educators may also benefit from minor changes in their thinking. Instead of asking students, instead of processing books like “How many books did you read?” “What was your favorite book?”, the conversation shifts, focusing on what individual students find most appealing. There are many ways to teach reading, but the findings show that avid students will learn more and that large-scale printed books can not only increase students’ proficiency, but also create lifelong readers.
