Mark Soffian, PrincipalMark Soffian, PrincipalLouis Allen, Assistant PrincipalLouis Allen, Assistant Principal

Lisa Garcia, Teacher LeaderLisa Garcia, Teacher Leader

Carol City Middle SchoolCarol City Middle School

Superintendent’s Urban Principal Superintendent’s Urban Principal InitiativeInitiativeJune 2006June 2006

Improving Reading Fluency Improving Reading Fluency Among At-Risk Sixth Graders Among At-Risk Sixth Graders Using Flexible Group TutoringUsing Flexible Group Tutoring

Mark Soffian, PrincipalMark Soffian, PrincipalLouis Allen, Assistant Louis Allen, Assistant

PrincipalPrincipalLisa Garcia, Teacher Lisa Garcia, Teacher

LeaderLeader

Carol City Middle SchoolCarol City Middle School

Superintendent’s Urban Principal Superintendent’s Urban Principal InitiativeInitiativeJune 2006June 2006

Abstract of the StudyAbstract of the Study

An intervention plan was developed An intervention plan was developed to use flexible grouping and to use flexible grouping and individual tutoring to improve individual tutoring to improve reading fluency at a Title 1 Middle reading fluency at a Title 1 Middle School. Over a period of five months, School. Over a period of five months, the tutoring effort demonstrated the tutoring effort demonstrated positive effects and an increase in positive effects and an increase in reading fluency among the most at-reading fluency among the most at-risk sixth grade students. risk sixth grade students.

Introduction/BackgroundIntroduction/Background

Carol City Middle School is located in a Carol City Middle School is located in a culturally diverse, urban community in Miami culturally diverse, urban community in Miami Gardens that is comprised primarily of low Gardens that is comprised primarily of low and middle-income families. Carol City Middle and middle-income families. Carol City Middle School has an enrollment of approximately School has an enrollment of approximately 1,025 students. The school’s district 1,025 students. The school’s district population reflects the ethnic composition of population reflects the ethnic composition of the community: 86 percent African American, the community: 86 percent African American, 12 percent Hispanic, 1 percent White and 1 12 percent Hispanic, 1 percent White and 1 percent Multi-Ethnic. Of these students, percent Multi-Ethnic. Of these students, approximately 62 percent receive free and approximately 62 percent receive free and reduced lunch. Carol City Middle School reduced lunch. Carol City Middle School services 12 Limited English Proficiency services 12 Limited English Proficiency students and 108 students with disabilities.students and 108 students with disabilities.

American youth need strong literacy skills to succeed in school and in life. Students who do not acquire these skills find themselves at a serious disadvantage in social settings, academic arenas and in the working world. Yet approximately eight million young people between fourth and twelfth grade struggle to read at grade level. Some 70 percent of older readers require some form of remediation. Very few of these older struggling readers need help to read the words on a page; their most common problem is that they are not able to comprehend what they read. Obviously, the challenge is not an easy or simple one to rectify. Meeting the needs of struggling adolescent readers is not only a goal but a necessity in today’s society. (Biancarosa, G. and Snow, C. 2004)

The Florida Department of Education (FDOE) graded Carol City Middle School as a "D" school for the 2005 school year. The school has been rated a "D" school 5 out of 6 years. The school’s FCAT composite scores were the lowest in the district among middle schools in 2004-05.

Being able to read fluently is a critical developmental step for all young children's education. Fluent reading is defined as reading that is quick, accurate, and, when oral reading is considered, expressive. Fluency is important for comprehending and learning from text. (Kuhn, M. R., & Schwanenflugel, P. J. 2006).

Introduction/Background (Cont..)Introduction/Background (Cont..)

* Lowest Total Pts. Earned of All Regular Middle Schools In M-DCPS

% Meeting

High Standards

in Reading

% Meeting

High Standards in Math

% Meeting

High Standards in Writing

% Making

Learning Gains in Reading

% Making

Learning Gains in

Math

% of Lowest 25% Making

Learning Gains in Reading

Points Earned (Sum of Previous 6 Columns)

%TESTED

21   23   71   52   56

72   295 *  98  

FCAT Composite Scores

2004-05

2004-05 Results in READING

•21% of Students Reading at or Above Grade Level

•52% of Students Making a Year's Worth of Progress in Reading

•72% of Struggling Students (Lowest 25%) Making a Year's Worth of Progress in Reading

Standardized Reading Scores

Reading

2003 2004 2005

6th 23%

12%

17%

7th 16%

21%

22%

8th 19%

20%

28%

Learning Gains

SCHOOL IMPROVEMENT PLAN (2005-06)

GOAL 1 STATEMENT:All students will improve their reading skills as evidenced by the 2006 administration of the FCAT reading test.Needs AssessmentAn overall analysis of the data indicates that approximately only 21 percent of the tested students in 2004-2005 achieved a high standard on the Reading portion of the FCAT, Fifty percent made annual learning gains, and 72 percent of the lowest 25 percent in the school made adequate yearly progress. A detailed analysis of the reading scores on the 2004-2005 administration of the FCAT revealed that 6th-8th grade students were weakest in compare and contrast and main idea/author's purpose as compared to district and state averages. Particular attention needed to be focused on sixth grade students who answered less than half of the questions correctly in each of the reading clusters tested on the FCAT. Only 17 percent of the sixth grade students passed the reading portion of the FCAT.

Research QuestionsResearch Questions

• Will In-class Tutoring Positively Impact Will In-class Tutoring Positively Impact Reading Fluency Among The Highest At-Reading Fluency Among The Highest At-risk Sixth Graders?risk Sixth Graders?

• Will The Amount Of Tutoring Will The Amount Of Tutoring Days/Strategies Make A Difference In Days/Strategies Make A Difference In Reading Fluency?Reading Fluency?

• Will Tutoring In Reading Fluency Will Tutoring In Reading Fluency Increase Students’ Reading Scores On Increase Students’ Reading Scores On The Statewide Standardized Reading The Statewide Standardized Reading Assessment?Assessment?

Reading fluency and automaticity are directly linked to comprehension. National Reading Panel. (2000, April). Report of the National Reading Panel: Teaching children to read. Washington, DC: National Institute of Child Health and Human Development, National Institutes of Health, U.S. Department of Health and Human Services. Available: Retrieved Retrieved from Internet May 13, 2006.from Internet May 13, 2006. www.nichd.nih.gov/publications/nrppubskey.cfm

Results support the conclusion that reading fluency is a better predictor of reading comprehension than is reading decoding from data that was collected from 3rd, 7th, and 10th grade FCAT . Kershaw, S. (2005) The Relationship Between Oral Comprehension And Reading Fluency As It Relates To Reading Comprehension. Florida State University D-Scholarship Repository, Article #133. Retrieved from Internet May 13, 2006.Retrieved from Internet May 13, 2006. http://dscholarship.lib.fsu.edu/undergrad/133. Oral reading fluency was highly correlated with reading comprehension (NAEP reading scores). On average, the most fluent readers also had the highest NAEP scores. Reading Framework for the 2005 National Assessment of Educational Progress. Retrieved from Internet May 13, Retrieved from Internet May 13, 2006.2006. http://www.nagb.org/pubs/r_framework_05/whatisnaep.html

.

Literature ReviewLiterature Review

Compares the influence of text difficulty on the growth of poor readers' reading ability over 18 weeks of 1-to-1 tutoring. Significant differences favored tutored children. Between approaches, the only significant difference was oral reading fluency, which favored students who read material at their reading level. Students who began with lower fluency made stronger gains in text matched to reading level. O’Connor, R. E., Bell, K. M., Harty, K. R., Larkin, L. K., Sackor, S. M., & Zigmond, N. (2002).Teaching reading to poor readers in the intermediate grades: A comparison of text difficulty. Journal of Educational Psychology, 94, 474–85.

Several researchers have showed a strong relationship between oral reading. fluency and reading comprehension Wood, D.E. (2006). Modeling the Relationship Between Oral Reading Fluency and Performance on a Statewide Reading Test. Educational Assessment, Vol. 11, No. 2, Pages 85-104.Retrieved from Internet June 5, 2006.Retrieved from Internet June 5, 2006. http://www.leaonline.com/doi/abs/10.1207/s15326977ea1102_1

Literature Review (Cont…)Literature Review (Cont…)

Literature ReviewLiterature Review

Several researchers have showed a strong relationship Several researchers have showed a strong relationship between oral reading. fluency and reading comprehension between oral reading. fluency and reading comprehension (Wood, D.E. 2006). One study compares the influence of (Wood, D.E. 2006). One study compares the influence of text difficulty on the growth of poor readers' reading ability text difficulty on the growth of poor readers' reading ability over 18 weeks of 1-to-1 tutoring. Significant differences over 18 weeks of 1-to-1 tutoring. Significant differences favored tutored children. Between approaches, the only favored tutored children. Between approaches, the only significant difference was oral reading fluency, which significant difference was oral reading fluency, which favored students who read material at their reading level. favored students who read material at their reading level. Students who began with lower fluency made stronger Students who began with lower fluency made stronger gains in text matched to reading level. (O’Connor, R. E., gains in text matched to reading level. (O’Connor, R. E., Bell, K. M., Harty, K. R., Larkin, L. K., Sackor, S. M., & Bell, K. M., Harty, K. R., Larkin, L. K., Sackor, S. M., & Zigmond, N., 2002).Zigmond, N., 2002).

In a report of the National Reading Panel: Teaching In a report of the National Reading Panel: Teaching Children to Read, it was found that reading fluency and Children to Read, it was found that reading fluency and automaticity are directly linked to comprehension (National automaticity are directly linked to comprehension (National Reading Panel, April 2000). In a similar study comparing Reading Panel, April 2000). In a similar study comparing the relationship between oral comprehension and reading the relationship between oral comprehension and reading fluency as it relates to reading comprehension, the results fluency as it relates to reading comprehension, the results support the conclusion that reading fluency is a better support the conclusion that reading fluency is a better predictor of reading comprehension than is reading predictor of reading comprehension than is reading decoding from data that was collected from 3rd, 7th, and decoding from data that was collected from 3rd, 7th, and 10th grade FCAT . (Kershaw, S. 2005)10th grade FCAT . (Kershaw, S. 2005)

Methodology/Methodology/InterventionIntervention

• The school employed a tutor to work with the identified 6The school employed a tutor to work with the identified 6 thth grade students grade students who scored in the high risk category (Level 1) on the Oral Reading who scored in the high risk category (Level 1) on the Oral Reading Proficiency exam. Proficiency exam.

• Students were pre-tested in sight word proficiency automaticity test to Students were pre-tested in sight word proficiency automaticity test to determine the instructional needs and performance levels and the San determine the instructional needs and performance levels and the San Diego Quick Read test to determine independence, instructional l and Diego Quick Read test to determine independence, instructional l and frustration reading levels. frustration reading levels.

• The following strategic tutoring strategies and skills were documented The following strategic tutoring strategies and skills were documented with chronologies :with chronologies :

Cooperative Groups (Decoding Skills, Phonemic Awareness, Cooperative Groups (Decoding Skills, Phonemic Awareness, Phonics, Vocabulary Development, Oral Reading Skills)Phonics, Vocabulary Development, Oral Reading Skills)

Individual Instruction (Decoding Skills, Phonemic Individual Instruction (Decoding Skills, Phonemic Awareness, Phonics, Vocabulary Development, Oral Reading Skills)Awareness, Phonics, Vocabulary Development, Oral Reading Skills)

Small Group Instruction (Decoding Skills, Phonemic Small Group Instruction (Decoding Skills, Phonemic Awareness, Phonics, Vocabulary Development, Oral Reading Skills)Awareness, Phonics, Vocabulary Development, Oral Reading Skills)

The following resources were utilized in the instructional delivery:The following resources were utilized in the instructional delivery:Tape recorders, language masters, Quick Read workbooks, Passages from Tape recorders, language masters, Quick Read workbooks, Passages from the Read Natural Fluency Company, Phonics word packages, Fry Word Listthe Read Natural Fluency Company, Phonics word packages, Fry Word List

Examples of fluency skills practiced in the tutoring groups:

•Recognizing letters and frequent clusters of letters. •Learning frequent words by sight •Seeing phrases as wholes •Using prediction skills within the phrase or clause

Other strategies used in the tutoring groups:Model fluent reading, Repeated reading ,Choral reading, Echo reading

Some examples of more specific techniques that involve reading with feedback include these:The tutor reads with the student by modeling fluent reading and then asking the student to read the same passage aloud with encouragement and feedback by the tutor. A student listens to a tape of a fluent reader reading text at the student's independent level at a pace of about 80-100 words a minute. The student listens to the tape the first time and then practices reading along with the tape until the student is able to read fluently. The student reads with a peer partner. Each partner takes a turn reading to the other. A more fluent reader can be paired with a less fluent reader to model fluent reading. The more fluent reader can provide feedback and encouragement to the less fluent reader. Students of similar reading skills can also be paired, particularly if the teacher has modeled fluent reading and the partner reading involves practice. Group Reading can be a motivating way to improve fluency. Students read scripts and rehearse a play to prepare for a performance. The practice in reading and rereading the scripts provides an excellent opportunity to improve fluency skills.

Data Collection Data Collection

• Oral Reading Fluency (ORF) exam Oral Reading Fluency (ORF) exam

administered 4 times per year (Words Per administered 4 times per year (Words Per Minute timed test)Minute timed test)

• FCAT Reading scores (04-05 and 05-06)FCAT Reading scores (04-05 and 05-06)• Student Attendance (1Student Attendance (1stst semester & 2 semester & 2ndnd

semester)semester)• Academic Grades in Reading (1Academic Grades in Reading (1stst semester & semester &

22ndnd semester) semester)• Satisfaction Survey distributed to Tutors, Satisfaction Survey distributed to Tutors,

Reading Teachers, and StudentsReading Teachers, and Students

Data AnalysisData Analysis

Oral Reading Fluency AssessmentsOral Reading Fluency Assessments6th grade Targeted Students

(N=45)

6TH GRADE TARGETED STUDENTS

ORF #1 ORF #2 ORF #3 ORF #4

Average Score

79.4 78.98 91.2 108.62

Table 1

Student Survey Questions and ResultsStudent Survey Questions and Results

1. My Reading Tutor knew how to teach reading well to me. 0% Strongly Disagree 0% Disagree 2% Neutral 27% Agree 69% Strongly Agree2. My Reading Tutor helped me to read better. 0% Strongly Disagree 2% Disagree 0% Neutral 39% Agree 58% Strongly Agree3. I felt comfortable asking questions in my tutoring sessions. 2% Strongly Disagree 0% Disagree 9% Neutral 46% Agree 41% Strongly Agree4. My Reading Tutor was interested in how I was doing in my other classes. 0% Strongly Disagree 0% Disagree 13% Neutral 34% Agree 53% Strongly Agree5. I would not have done as well in my reading class if it wasn’t for my Reading Tutor. 0% Strongly Disagree 2% Disagree 2% Neutral 53% Agree 41% Strongly Agree6. The amount of time I spent with my Reading Tutor was just right. 2% Strongly Disagree 4% Disagree 4% Neutral 37% Agree 51% Strongly Agree7. Because of tutoring, I feel more confident about reading in other classes. 0% Strongly Disagree 2% Disagree 9% Neutral 32% Agree 55% Strongly Agree8. I participate more in my other classes as a result of tutoring. 2% Strongly Disagree 0% Disagree 18% Neutral 46% Agree 32% Strongly Agree9. I enjoy reading more because of tutoring. 2% Strongly Disagree 4% Disagree 11% Neutral 51% Agree 32% Strongly Agree10. This tutoring service is necessary and should be continued. 0% Strongly Disagree 0% Disagree 9% Neutral 27% Agree 62% Strongly Agree

Results of Student's Reading Tutoring Survey(N=43)

05

101520253035404550556065707580859095

100

Que

stion

#1

Que

stion

#2

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stion

#3

Que

stion

#4

Que

stion

#5

Que

stion

#6

Que

stion

#7

Que

stion

#8

Que

stion

#9

Que

stion

#10

Questions

Per

cent

ages

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Appendix A

Table 2

Teacher Survey Questions and Results1. The Reading Tutor knew how to teach reading well to my students. 0% Strongly Disagree 0% Disagree 0% Neutral 0% Agree 100% Strongly Agree2. The Reading Tutor helped my students to read better. 0% Strongly Disagree 0% Disagree 0% Neutral 0% Agree 100% Strongly Agree3. The Reading Tutor shared and discussed student data and assessments with me. 0% Strongly Disagree 0% Disagree 0% Neutral 100% Agree 0% Strongly Agree4. The Reading Tutor collaborated with me in lesson planning. 0% Strongly Disagree 0% Disagree 0% Neutral 100% Agree 0% Strongly Agree5. My students would not have done as well in my reading class if it wasn’t for the Reading Tutor 0% Strongly Disagree 0% Disagree 50% Neutral 0% Agree 50% Strongly Agree6. The amount of time my students spent with the Reading Tutor was just right. 0% Strongly Disagree 0% Disagree 0% Neutral 50% Agree 50% Strongly Agree7. Because of tutoring, my students feel more confident about reading in my class. 0% Strongly Disagree 0% Disagree 0% Neutral 50% Agree 50% Strongly Agree8. My students participate more in my class as a result of tutoring. 0% Strongly Disagree 0% Disagree 50% Neutral 50% Agree 0% Strongly Agree9. My students enjoyed reading more because of tutoring. 0% Strongly Disagree 0% Disagree 0% Neutral 100% Agree 0% Strongly Agree10. This tutoring service is necessary and should be continued. 0% Strongly Disagree 0% Disagree 0% Neutral 0% Agree 100% Strongly Agree

Results of Teacher's Reading Tutoring Survey (N=2)

0102030405060708090

100

Que

stion

#1

Que

stion

#2

Que

stion

#3

Que

stion

#4

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stion

#5

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#6

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#7

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#10

Questions

Per

cent

ages

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Appendix B

Table 3

Tutor Survey Questions and Results1. The Reading Teachers and Reading Coaches were cooperative and helpful in the tutoring program. 0% Strongly Disagree 0% Disagree 0% Neutral 100% Agree 0% Strongly Agree2. The Reading Teachers complimented the tutoring program well. 0% Strongly Disagree 50% Disagree 0% Neutral 50% Agree 0% Strongly Agree3. The Reading Teachers and Reading Coaches shared and discussed student data and assessments with me. 0% Strongly Disagree 0% Disagree 50% Neutral 50% Agree 0% Strongly Agree4. The Reading Teachers collaborated with me in lesson planning. 0% Strongly Disagree 100% Disagree 0% Neutral 0% Agree 0% Strongly Agree5. The school administration was supportive of the program. 0% Strongly Disagree 0% Disagree 0% Neutral 0% Agree 100% Strongly Agree6. The amount of time spent with my students in tutoring was just right. 0% Strongly Disagree 50% Disagree 0% Neutral 50% Agree 0% Strongly Agree7. The available resources & materials for tutoring were excellent. 0% Strongly Disagree 50% Disagree 0% Neutral 50% Agree 0% Strongly Agree8. The students’ participation and attendance increased as a result of tutoring. 0% Strongly Disagree 0% Disagree 50% Neutral 50% Agree 0% Strongly Agree9. The students appeared to enjoy reading more because of tutoring. 0% Strongly Disagree 0% Disagree 0% Neutral 50% Agree 50% Strongly Agree10. This tutoring service was very effective for the identified students. 0% Strongly Disagree 0% Disagree 0% Neutral 0% Agree 100% Strongly Agree

Results of Tutor's Reading Tutoring Survey (N=2)

0

10

20

30

40

50

60

70

80

90

100

Questions

Strongly DisagreeDisagreeNeutralAgreeStrongly Agree

Appendix C

Table 4

•7 out of 45 students or 15%, participating in the Reading Tutorial Program improved their Reading final-exam grades from their mid-term exam grades. •12 out of 45 students or 26%, participating in the Reading Tutorial Program improved their Reading academic grade from the first semester to the second semester.

•10 out of the 45 students or 22%, participating in the Reading Tutorial Program maintained their Reading academic grade from the first semester to the second semester.

•22 out of 45 students or 48%, participating in the Reading Tutorial Program either improved their Reading academic grade from the first semester to the second, or remained the same.

ACADEMIC ACHIEVEMENTACADEMIC ACHIEVEMENT

Cont….Findings/ResultsCont….Findings/Results

Findings/ResultsFindings/Results• In the satisfaction survey, the students and teachers indicated that In the satisfaction survey, the students and teachers indicated that

the overall tutoring program was positive in areas of instructional the overall tutoring program was positive in areas of instructional delivery and learning. The Reading teachers and tutors had delivery and learning. The Reading teachers and tutors had positive and favorable comments about the program and positive and favorable comments about the program and supported its continuation. Additionally, most students agreed that supported its continuation. Additionally, most students agreed that the program should be continued and they received added benefits the program should be continued and they received added benefits contributing to increasing their enjoyment and participation in contributing to increasing their enjoyment and participation in reading (Tables 2-4).reading (Tables 2-4).

• The Oral Reading Fluency (ORF) Assessments were administered The Oral Reading Fluency (ORF) Assessments were administered four times per school year to all Level 1 students. The targeted four times per school year to all Level 1 students. The targeted students scores were compared in the second semester (Table 10) students scores were compared in the second semester (Table 10) when the tutoring services were implemented. The students when the tutoring services were implemented. The students showed an average increase of 20.72 words per minute compared showed an average increase of 20.72 words per minute compared with the first semester average. In the final ORF, the average with the first semester average. In the final ORF, the average scored was 108.62 compared with the initial ORF administration scored was 108.62 compared with the initial ORF administration of 79.4 . of 79.4 .

•Forty percent of the students participating in the Reading Tutorial Program improved their attendance from the first semester to the second semester.• •Twenty-two percent of the students participating in Reading Tutorial Program maintained 100% attendance throughout the year.

STUDENT ATTENDANCESTUDENT ATTENDANCE

Cont….Findings/ResultsCont….Findings/Results

FCAT Reading ResultsFCAT Reading Results

Of the 36 targeted students who took the 2006 FCAT, 25 or 69% of them made reading gains on their developmental scores. The average gain per student was 221 points.

Cont….Findings/ResultsCont….Findings/Results

ConclusionsConclusions• The tutoring program to assist the most at-risk reading The tutoring program to assist the most at-risk reading

sixth grade students at Carol City Middle School was found sixth grade students at Carol City Middle School was found to be beneficial and positive. It provided valuable to be beneficial and positive. It provided valuable assistance to the classroom teacher which related to assistance to the classroom teacher which related to improved reading fluency, class participation, student improved reading fluency, class participation, student academic performance and attendance. academic performance and attendance.

• The reading program may have had some far reaching The reading program may have had some far reaching effects among all sixth graders. In the 2005-06 FCAT effects among all sixth graders. In the 2005-06 FCAT results, the entire 6results, the entire 6thth grade students improved their grade students improved their passing reading score from 18% to 44%. (Appendix)passing reading score from 18% to 44%. (Appendix)

• The program’s results will be shared with the school’s The program’s results will be shared with the school’s faculty in the 2006-07 school year for continued faculty in the 2006-07 school year for continued implementation in the 6implementation in the 6thth grade reading classes and grade reading classes and expanded in the 7expanded in the 7thth and 8 and 8thth grades reading classes. grades reading classes. Additionally, it is recommended that the tutoring model be Additionally, it is recommended that the tutoring model be expanded to include at-risk sixth grade mathematics expanded to include at-risk sixth grade mathematics students. students.

APPENDIX

Reading Teachers’ CommentsReading Teachers’ Comments

What did you like most about the tutoring program? The tutor provided the additional help students needed.They worked one on one with the studentsWhat was least helpful in the tutoring program? I personally didn’t find anything least helpful about the program. If you could improve any part of Tutoring Services, what would it be? There are no improvements needed. The tutoring staff is helpful and informative.

Tutors’ CommentsTutors’ Comments

What did you like most about the tutoring program? The opportunity to work with students and see growth.The students were eager to participate and almost always ready to work, without problems.What was least helpful in the tutoring program? The school needs materials and rooms dedicated to the program, fewer students per tutor and more interaction with teachers.The lack of discussion, regarding student data and assessment which occurred between all ST2 team members. I was able to carve out my own direction regarding program implementation. It would have been much more beneficial to all- had clearer implementation and data collection guidelines been available from the beginning of the program.If you could improve any part of Tutoring Services, what would it be? We need more tutorsFocus on integrating the program into differentiated instruction.Fewer students per tutor.

Percent Scoring 3 and above in Reading

2003 2004 2005 2006

6th

23%

18%

18%

44%

7th

23%

26%

19%

28%

8th

19%

18%

15%

18%

SCHOOL-WIDE FCAT READING

SCORES 2003-2006

The Percent of 6th Grade Students Reading Above Grade Level

26

44

1918

23

02468

101214161820222426283032343638404244464850

2001-2002 2002-2003 2003-2004 2004-2005 2005-2006

School Year

Per

cen

t

The man who does not read has no advantage over the man who can’t read them.~ Mark Twain

Resolve to edge in a little reading every day,if it is but a single sentence. If you gain fifteen minutes a day,it will make itself felt at the end of the year.~ Horace Mann

We shouldn't teach great books;we should teach a love of reading.~ B. F. Skinner

There is a brilliant child locked inside every student-- Marva Collins

The whole world opened to me when I learned to read.

-- Mary McLeod Bethune

A BOOK IS ONLY A BOOK UNTIL IT IS READ

WE READ TO SUCEED

WE READ TO LEAD

WE ‘JUST’ READ

The more that you read,

the more things you will know.

The more that you learn,

the more places you’ll go.

~Dr. Seuss

I've traveled the world twice over, Met the famous; saints and sinners, Poets and artists, kings and queens, Old stars and hopeful beginners, I've been where no-one's been before, Learned secrets from writers and cooks All with one library ticket To the wonderful world of books. ~ Anonymous ~