How large print books make reading more approachable
A simple format change to large-print books can have an enormous impact on students’ reading habits and social-emotional development.
By Julie A. Evans for Smartbrief
Educators around the country are struggling with a youth reading crisis. Not only are NAEP reading scores trending downward, but too many students start off the school year saying, “I hate reading.” The prospect of reading, whether at home for an assignment or out loud in class, makes these students anxious. This anxiety makes them less likely to practice, which impedes their literacy progress.
One way to create a more welcoming experience for all readers is to offer a variety of reading formats in both the library and the classroom. A recent research study I conducted on behalf of Thorndike Press from Gale, part of Cengage Group, found that simply offering students large print books was an effective intervention: 87% of teachers agreed that access to large print positively impacted their students’ reading success, with many noting improvements in fundamental skills such as letter and word recognition, fluency and comprehension.
Study participants included approximately 1,500 students in grades 4-12 and 56 teachers and librarians from 13 U.S. elementary, middle and high schools. Participants read large-print books printed with high-contrast black on high-opacity paper. The text is in 16-point font, and pages feature increased space between lines and paragraphs.
This approachable format not only helped students build literacy skills but also improved their social-emotional wellness. Here are some key findings from the study and recommendations for getting started with a large print collection.
Making reading more approachable and enjoyable
Teachers who responded to my survey reported increased engagement and confidence in reading among their students, particularly their struggling readers. Because large print books made the reading process more comfortable, students were more likely to have the stamina to finish an entire book. They were also more likely to participate in classroom read-alouds. When asked whether access to large print books led to increased student participation in classroom read-aloud activities, most teachers said yes, including:
74% for students reading below grade level;
63% for students diagnosed with ADHD; and
52% for students reading at grade level.
Students read more and had a more positive experience: 89% of 6th-12th graders said they enjoyed reading large print books. And at the end of the study, 75% of grade 6-8 students and 86% of grade 9-12 students expressed interest in having more large print books available.
One 7th-grade student noted that they felt a sense of achievement with large print books, as he could read more pages and comprehend more material. He shared, “One big thing for me was that I did not lose my spot or go a long time with only half reading. Half reading is where I am reading, but my mind is somewhere else, and I don’t understand or take the information in.”
Continue reading here.
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