Personally, I am somewhat fearful that our over emphasis on reading levels is 
somewhat to blame for this.  Push, push, push.  
In my district, the scores are not up.  There is a mismatch betweeen DRA scores 
and other measures of reading successs.  In 
my opinion, we need to use leveling more judiciously.  I saw Sharon Taberski 
recently and the remark that struck me was one 
to the effect of "It is not my job to raise reading levels.  It is my job to 
raise readers."  She talked about the need to get 
children to plateaus and then to read widely and deeply.  She did not say 
joyfully, but you have seen her in action (videos or 
observations or behind the glass situations), then you know that is very much 
part of her plan.

Lori

On Wed, 4 Oct 2006 23:24 , William Roberts <[EMAIL PROTECTED]> sent:

>I have a concern that I've noticed and was wondering if anyone else has
>noticed anything similar....on paper, my 8th graders this year look good.
>Reading levels are up, fluency is up, scores are up....but for the first
>time in many years, they ALL say they hate to read.  They see no purpose to
>reading.  They only read because they have to read.  In previous years, many
>liked reading and would bring books on the first day of school...this year,
>they all said they hated reading.  I have worked my butt off to change their
>minds and am beginning to see a change in attitudes after 6 weeks, but I was
>wondering if anyone else is seeing this problem:
>We have kids who are better readers, but they aren't life-long readers.
>What's the point if they aren't going to read AFTER school is over?  Latest
>research says that most students never read another book after high
>school...are we creating a nation of better readers by sacrificing the joy
>of reading?
>
>Bill
>
>
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