Raising Readers - Megan Daley

The Sydney Weekend magazine in The Daily Telegraph (July 26-27, 2025) recently published an extract by Megan Daley, author of Raising Readers: How to Nurture a Child's Love of Books. A new edition of her 2019 book has just been published. 

She believes in the Science of Reading, which draws from neuroscience, linguistics, and cognitive psychology, asserting that reading and writing are not natural skills like speaking but need deliberate teaching.

Daley also suggests parents:

• Advocate for evidence-based literacy instruction
• Understand how reading works
• Support children at home with rich oral and print language environments
• Collaborate with educators and specialists (e.g., speech pathologists, psychologists)

For me, this reinforces what I see in the library each day. Children need more than access to books. They need explicit support and encouragement to become confident readers. The research is important, but so too is the human side of teaching — the conversations, the joy of sharing stories, and the chance to guide a student towards a book that sparks their interest.

As teacher librarians, we can bridge research and practice. We create spaces where reading feels valued, support colleagues in evidence-based literacy, and help families see the vital role they play. Each child who moves from “learning to read” to “reading to learn” is a reminder that raising readers is both science and art.

Decline in Reading ("Good Weekend" Magazine Article - 5 July 2025)

An article was published recently in Good Weekend Magazine (The Sydney Morning Herald/The Age) on July 5 that raised concerns about the decline in reading amongst Australians, particularly school students. 

A number of issues associated with reading and literacy were raised, which included the following:

• 29% of secondary school students no longer read for pleasure.
• Year 9 writing standards have slipped to the standard of a primary schooler.
• As many as one in three students in a typical classroom struggle with reading.
• Debates over how reading should be taught.
• Under-resourcing of school libraries and, in some schools, the removal of their libraries altogether.
• Decline in reading for leisure has resulted in poorer writing skills.
• Less critical engagement with texts in the classroom as a result of less reading.
• Difficulty in publishing successful titles. Fewer and fewer titles are being released each year that become "best sellers"

The role of Artificial Intelligence (AI) and Social Media was also explored, and the impact it has on reading and writing, e.g. ChatGPT can produce essays that cannot be detected as being AI-generated. 

A warning is given: if we as a nation fail to address the decline in reading and literacy skills, there will be significant social and economic consequences in the years ahead. 

I have always believed that reading underpins success in life.  I believe that reading is an essential skill that one should possess, as it forms a foundation for success in learning and active participation in society. 

This article will assist in library advocacy, particularly in highlighting the importance of reading to ones broader development, but also to boost reading and writing skills.

Reference:

Callaghan, G., 2025, ‘A ticking time bomb’: How Australia’s reading slump is making us stupid, The Sydney Morning Herald, viewed 1 August 2025, <https://www.smh.com.au/national/a-ticking-time-bomb-how-australia-s-reading-slump-is-making-us-stupid-20250501-p5lvoe.html>.

SLANSW Summit - March 2024

On 16 March, I attended the biannual School Library Association of NSW (SLANSW) Summit at Trinity Grammar School in Summer Hill. The theme was: Piecing it together: Voice, choice and connection and focused on literacy.

I have prepared an article for SLANSW that will appear in its blog. In it, I provide a detailed account of the summit from a member's perspective. This entry in my blog will focus on three strategies or approaches that I can apply what I learnt on the day to my day-to-day professional practice and my school library.

1. In encouraging students to read, I should consider the types of readers that exist such as Avid, Proficient, Struggling and Reluctant readers within the school community and propose how I can accommodate them, especially struggling and reluctant readers. Also, I should consider the types of reading, such as Aesthetic and efferent. What type of reading should I be promoting in the classroom? What type of reading supports reading for pleasure.
2. My school has a READ program where students read for twenty minutes a day, four times a week. I believe that student input in how the program is run will be key to its future success and effectiveness in improving student reading (and ultimately) academic results. Given the successful approach of including students in the success of the Just Read Program at Queenwood, I'll need to advocate for student input.
3. I concede that my school library has other pressing challenges that need to be prioritised at present, but I would like to eventually move towards greater curation of resources within the library collections and working with teachers across the faculties to make this happen. In past years at previous schools, I have attempted a library newsletter as a means of communicating with staff, which has its merits, especially with limited time to undertake such a venture, but it becomes a diary of record relating to the library in itself. I would like to challenge myself to also provide library presentations in the event of any professional learning days that comprise concurrent workshops that are delivered by staff.

School Libraries: Improving the Literacy and Wellbeing Outcomes for Young People

I am currently undertaking the Flexible Blended Learning Course provided by the School Library Association of NSW (SLANSW) focusing on the book publishing by Margaret Merga - School Libraries Supporting Literacy and Wellbeing.

So far, I have worked through two modules, both of which have required me to reflect on my role but also my role as a literacy educator.

Sometimes, I feel that I may not be fulfilling all aspects of the role of the teacher librarian, but having to review tables published in the book, I found that I was fulfilling my role, even if I did not notice it. It gave me assurance that I am doing my job, but also the depth at which I am doing it. 

It has also given me an opportunity to reflect on my professional growth in recent times and should I wish to seek employment elsewhere in the future, I will have a guide to help me reflect on the skills, experience, qualities and attributes that I can use to explain to employers why I am the most suited person for the role. 

Book Week Parades - For and Against

I am doing a blog entry for the School Library Association of NSW (SLANSW) on Book Week Parades following an article published by Antoniette Latouff in The Sydney Morning Herald on 25 August 2022 in which she was critical of decisions by schools to hold them because of the frustrations raised by parents, and questions how it relates to improving literacy.

Click here to read that article.

I would also recommend an article written the following day by Caitlin Fitzsimmons in the same publication putting in a case for book week parades. She highlights that it has become an annual tradition in our schools but also promotes literature. In addition, she rebuts arguments about some of the "hassles" in organising costumes and highlights that not much effort is needed for a good costume

I will update you when the article appears on their blog, but note that it will not be available publically as it will be for SLANSW members only. 

What is meant by Wide Reading?

"You need to broaden your wide reading."

Two months ago, a colleague at school made this remark to me. I was asked if I had read certain novels. I had not heard about many of them. However, some were classic novels that I may look at reading in the future and was "instructed" to re-read certain titles because of student interest or because of their place in the curriculum.

To me "wide reading" has been about spending a period of time e.g. thirty minutes or one hour reading, focusing on literature of interest but also challenging myself to read a variety of literature.

On a typical day, I will spend on average between one hour and one and a half hours a day reading books. I also read the newspaper for about an hour a day on top of my book reading. 

My reading preferences are geared towards non-fiction, since I enjoy reading about the world that we live in and boosting my general knowledge including:

• Geopolitics (It has helped me understand some of the challenges facing the world right now e.g. Ukraine and China)
• History
• Poiltics
• Economics
• Business
• Social Trends/Current Affairs
• Biographies 

When I choose to read fiction I prefer:

• Young Adult Literature (helps me with book recommendations)
• Storylines reflecting issues facing society (including diversity)
• Science Fiction 
• Historical Fiction
• "Political Fiction" - Storylines focusing on politics

At times I have challenged myself to read items that may come from other genres such as Fantasy or Classics to help me recommend suitable literature to read to my students.

I feel thats wide enough for my reading

But some definitions of  "wide reading" focus on reading a wide range of literature relating to a specific topic e.g. Australian History or genre and being able to understand and comprehend its content. Did my colleague see it this way? 

What does "wide reading" mean to you?

Recommending Books to Students

Last Tuesday, I attended a webinar faciliated by SLANSW focusing on recommending books to students and it was encouraging to listen to see how other teacher-librarians support students in recommending books.

One teacher librarian who works in a secondary Catholic College near Newcastle shared how she is using reading ambassadors to encourage students to read. She has asked 10 students who are passionate readers to be part of her initative. The students have an opportunity to read new books before they are available for students to borrow along with them being allocated to a specific Year 7 English class. 

They also share with other students their favourite books, genres and what they currently read along with their personal recommendations.

I thought the approach was excellent because I have believed strongly that students are more effective at recommending books to their peers than teachers. While as teachers, we may know our students well and their preferences, students like to do other students do. With reading, students are more likely to read if other students read.

It could be something that I would like to do down the track with a group of students because I think it could yield rewards long term.

I was also introduced to the 'book bots' which have been introduced in a number of primary schools. I am hoping they will become available in secondary schools because I think it will simplify the process of choosing a book from the library collection and has proven to engage even the most reluctant readers in reading. I do have a link which explains how a 'book bot' works.

Concerns over Reading for Pleasure

Yesterday, The Australian published an overview of the findings from OECD, 21st‑Century Readers: Developing Literacy Skills in a Digital World.

It was concerning for Australia. The research established that increased internet usage was leading to a decrease in students reading for pleasure. 32% of Australian teenagers felt that reading was a "waste of time" and 58% read because "I have to". 

Reading for pleasure has been linked to performance in reading scores. Those who read for pleasure received scores up to 86 points higher than those who dont read. 

With Australia slipping against other OECD countries in reading scores and rankings, this is suggesting that engagement with reading amongst children is on the decline.

The research also identified that teachers contribute towards higher reading scores if students were required to read texts e.g. set text or read one book per fortnight and if the texts contained more than 101 pages. It also encouraged reading for pleasure.

Click here to view the article (You will need to be a subscriber to The Australian) to access the content.

The Laureate & The Literacy Leader - SLANSW Summit

Last Saturday (March 13), the School Library Association of NSW (SLANSW) presented its first blended summit where attendees could either attend in person or online. Instead of the State Library of NSW, it was hosted by The Kings School. 

For those who enjoy attending face to face, it was the first time in one year that we could gather in person for a summit or conference. Last year, SLANSW were fortuante to have one face to face summit prior to COVID-19 Restrictions and presented an online speaker series instead of a second face to face summit.

Providing it online enabled those in regional areas to participate or for those in the city, participate from the comfort of their own home. 

Karen Yager was fantastic in explaining how we can use Australian literature to encourage students to improve their writing by focusing on landscapes then collaborating actively on creating lists of resources to share with English Teachers.

Ursula Dubosarsky (Author & Australian Children's Laureate 2020-2021) shared her insights in the role of libraries in engaging children with reading and how we can support them. I asked her a question based on experiences where schools do not have a wide reading program and students have presented statements such as "I don't like reading" and "I don't read" and what we could do. She admitted that she could not answer the question, but she had her concerns about schools that have not encouraged a positive reading culture. I for one have concerns for schools that do not have a wide reading program or encourage reading for pleasure. Ursula and I have common ground on this.

Also we had an opportunity to discuss different wide reading intiatives and programs applied by different schools and I was encouraged by the opportunity to share within a small group some of my successes to date with wide reading programs and the interest attendees within that group had.

I hope to comment further once resources are finalised but found the day to be well engaging. 

I am a currently a Metropolitan Representative on the Management Committee of SLANSW. If you wish to join, please feel free to contact me at fabian.amuso@syd.catholic.edu.au

Wide Reading - Reading boxes

This week, I made a decision to apply a strategy that worked effectively several years ago when running secondary school wid reading sessions.

While it is great to see libraries with shelves full of books, some students might find their choices to be overwhelming. This is normal behaviour for humans as sometimes making a choice between many options can be difficult.

Sometimes it needs to be narrowed down, especially if kids are reluctant readers or require direction.

Yesterday, I had a small group of students from a Year 9 English class drop in for a wide reading session. Their teacher indicated that they can only read at a stage 2 level. I am already aware that options are limited for recommending books at that level and currently ordering more items suited to those students.

But I managed to load up a small cubed trolley with a selection of books - many with illustrations, humour or short stories. I even threw in graphic novels.

I placed the books on the table and students were allowed to choose books from the table to read. A few elected to browse the shelves to broaden their choices.

I was impressed with the response to graphic novels with three students (out of nine) electing to give a graphic novel a try. Their teacher was impressed with the choice of manga that requires them to read from back to front.

Children paying the price of library shutdowns (SMH Article by Ursula Dubosarsky)

A few weeks ago, Children's author and Australian Children's Lauerate Ursula Dubosarsky wrote a feature in The Sydney Morning Herald focusing on the impact of library shutdowns on Children.

Since this article was written, all students have resumed schooling on-site, even if it is just for one day per week. Some have opted to bring all students back with normal classes each day.

Fortunately (unless directed to), school libraries can still open, but there may be restrictions in place e.g. numbers may be capped during break times). Students can still borrow books.

There may be schools where classes (unless timetabled) may not be permitted to access the library and contain students to normal classrooms to minimise movement around the school.

Primary Schools at this stage from the information that I have cannot have normal timetabled library lessons which deprives students of that opportunity to borrow new books to read but also engage with the library. From the times that I have engaged with primary school students, they love their library lessons (especially kindergarten kids) and the thrill of choosing a book to read and then enjoying the thrill of reading the book. We should at least aim to give them time to borrow and return a book. In high schools, some teachers will send the students in small groups to borrow. I remember in Year 6, my primary school library decided to barcode the entire collection and we were only allowed into the library for borrowing (Yours truely assisted as he was a library monitor at the time).

I have been supervising Stage 3 students at a local primary school in the Sutherland Shire on a part time basis and have been impressed by the teachers requiring their students as part of their online learning to spend 20 minutes reading each day. The kids that are at school start off their day with it. Great Work!!! Even had some great conversations with the students about their reading choices.

While some schools have access to eBooks for students, others don't and that places students at a disadvantage given that eBooks are better alternative than reading nothing at all and I hope that this pandemic leads to every school offering its students an eBook collection. While the preference for reading is print form, there are some situations where eBooks do provide an advantage over print. At least a child is reading.

Every person - Teachers, parents, family and friends all have a role to encourage of our children even with the limitations with access to libraries (public and at school), that they should read each day. Explore the alternatives like eBooks. Read a newspaper or magazine if a book is not available. In NSW, book stores are still open. Invest your money in a good book. Reading will underpin success in life.

Restrictions may be easing, but its not too late to embrace reading.

For our public libraries - Please explore ways to allow people to still borrow. Follow the lead of the Northern Beaches Library and provide a "click and collect" service.

Tip: While Discount Department Stores (BigW, Kmart & Target) provide books at great prices, I find that QBD offer a great selection of books at discounted prices and often for books that may not be sold at those stores.

The need to read for pleasure

The Weekend Australian recently published an article by Rebecca Urban on recent comments by the headmaster of the SHORE school in Sydney - Tim Wright in a school newsletter.

He was concerned that boys were too dependent on social media and online news and that it could impact on their intellectual development.

Also, he has challenged the boys to read better quality books and challenge themselves in their reading.

I agree in particular with this statement:

“Reading develops your imagin­ation, emotional skills and reasoning power. If I am a reader and I have chosen my reading wisely I will see through simplistic slogans, facile arguments and tinsel values. I will understand more completely the perspectives of other people and I will not believe in unidimensional solutions­ to life’s problems.”

I really believe that you can get great insights into the state of our world or how others see the world. I for one have believed that literary works have an underlying message that an author embeds about the world. Bear in mind that great literary works have affected historical change.

For example, Charles Dickens through his novels highlighted the atrocious conditions that workers were subjected to in 19th century Britain. That would influence improvements in working conditions and has helped each of us work in safe workplaces today.

Many teen fiction novels today are based on real-life experiences. One can gain a real understanding of the issues facing teenagers by reading the novels. In fact, they have led to a public debate on the issues themselves. This is great for the progress of society

As there is a firewall for access to The Australian online, click here to view a pdf copy of the article.

The 2019 NSW PRC - Not too early to start!!!

The official period for the NSW Premier's Reading Challenge commences in early march, but students are not often aware that any book that they start reading on September 1 of the previous year can count.

I have seen the look on students faces when they hear this. Reading 20 books in six months can be daunting, especially when mixed in with the other committments that go in the life of a school student. Being asked to read one book per week can be a little difficult

This year the NSW Premier's Reading Challenge concluded on August 31, giving students one year to meet the challenge of reading 20 books if they were in Year's 7-9 which I will focus on given my secondary training.

But how can we help them to get there?

Averaging it out, students would need to read at least one book every two and half weeks. If the reading was done in school time, a book per fortnight.

I would begin any promotion for the PRC in 2019 now. Encourage your students to keep reading. 

Keeping a record of books read from now until March is going to be a tough challenge. 

In some schools, students are required to keep a reading log as part of their wide reading program. While there is a template provided by the organisers of the PRC, you may wish to create your own. 

For verification, students should provide a one paragraph review listing:

• What the book was about
• Who should the book be recommended to.

Even have the review published on the library catalogue. Softlink Oliver enables this function.

A Letter Writing Template (Self Created Resource) modelled on PEEL

I have had the opportunity to work recently with a group of special needs students at Marist College Eastwood, taking a religion class for five lessons a fortnight.

This week, I am sharing a template that I shared with them on how a person should write a formal letter. I focused on an assessment task that they were working on. For posting purposes, I have made some small modifications e.g. changing names.

I then created a template using a PEEL scaffold where they could draft the letter and then copy and paste each section onto a template.

The great plus of the PEEL scaffold is that I can apply it to any other text type. Feel free to use as needed.

Reading and Cognitive Abilities

Interesting article in todays edition of The Australian which links reading for pleasure with higher levels of cognitive ability.

It does link into my recent entries on DEAR and I've actually shared it with students in my reading sessions. Reading can improve one's literacy skills and how they express themselves. Also when they read they gain insights into the world around them. They can link with what they read with their learning.

I think my interest in reading newspapers and magazines as a youngster on a daily basis helped me gain an understanding of the world around me. I recall a comment by my year seven English teacher at Marist College Penshurst, Mrs Morrissey of my ability to use my general knowledge to aid me in completing work in class.

In the HSC, I remember keeping folders of newspaper articles that I had read and when exam time came, out came the folders and was able to use them to support responses etc.

I actually do encourage students to read a newspaper when they can.

Drop Everything And Read (DEAR) II

As promised, I'd follow up on my earlier entry. I'm still typing this on my Ipad and by the time this has been posted, the internet should have been restored as I'm using Blogger in Offline Mode. 

I did say last week I'd discuss my thoughts a little further going by my experiences last term so here they are and yes the evaluation is right in front of me too to discuss a little further.

Last week I commented that they found it to be "positive" and they were "in control". I observed how relaxed they were when they read. Some achieved it by sitting on a lounge or lying on one of the oversized pillows. 

Technology has done favours to support the concept of DEAR. Some students prefer to read on an ereader or tablet or their smartphone. A student is enable to use the tools that they enjoy using in general to help them enjoy reading. A few opted for laptops. While this may not be the most comfortable tool to use because the size of laptops in general, still they were reading and felt happy to do so.

The overwhelming majority still went for printed books and that really says something about reading - Print is still in vogue. The demand is still there. Abolishing print collections like some schools are doing, are more than likely doing  a disservice to their students.

DEAR is not just about reading but also talking about literature. I promoted literature e.g. new releases to keep students informed on books that they could read. In fact if a student had already read the book, they were invited to share their thoughts and provide a recommendation to encourage students to share their reading. Some recommendations happened to become quite popular with a number of students forced to place a "hold" on the title of choice.

I even asked them to challenge themselves with their reading by doing litgym. litgym simply refers to setting challenges to improve how you read e.g. reading more challenging texts or alternative genres. At the end of the term, I asked my groups to look back at what challenges they had set, If they had met them, they gave their peers tips on how to meet it. Those who didn't meet their challenge got help from their peers as to how they could meet it.

With one group, we had an E-Book presentation and taught them how to access the Bolinda Collection which they found to be quite interesting. 

I also had a luminary (pastoral/roll call) group and the concept of DEAR had actually left the library. We had completed a pastoral care program focusing on girls, education and empowerment and had several sessions left for other activities. Many of them had asked for this time because they saw it as a simple activity to do in that time but also because it allowed for some quiet time admist the chaos of school life. This was chosen over a myriad of other activities that had been proposed e.g. public speaking, social justice issues, time management, meditation etc. I shared this with my house patron and she thought it was a good use of time. Even my co-luminary was backing it. When it came to evaluating the activities completed during Term 1, we actually proposed DEAR as a possible activity to do in that time across other groups (and perhaps) the school.