Raising Readers

by Dr. Heather J. Pinedo-Burns

I love that Acera students can often be found in a booth in the Commons or out on our AdventurePlayground, curled up in a hammock, with a good book in hand. A love of reading is truly a lifelong gift—one that students can carry with them always.

This summer, we worked to put even more books into Acera students’ hands by expanding our Commons Library: a space where students can easily pick up a book to read. There is no checkout system, no tracking—just books, curiosity, and an open invitation to read.

Years ago, I read Better Than Life by Daniel Pennac, and I was struck by his “Rights of the Reader.”

Readers Rights by Daniel Pennac

The right not to read

The right to skip

The right not to finish a book

The right to read it again

The right to read anything

The right to mistake a book for real life

The right to read anywhere

The right to dip in (or “the right to browse”)

The right to read aloud

The right to be quiet (or “the right to remain silent”)

One line in particular gave me pause: “The right to read anything.” I realized I had been guilty of judging students’ reading choices. What did it really matter if they gravitated toward graphic novels or books I considered formulaic? They were reading—and loving it. That realization reshaped how I thought about fostering lifelong readers.

There is also a charming poster of The Rights of the Reader, illustrated by Quentin Blake (known for illustrating many Roald Dahl books), which beautifully captures Pennac’s spirit.

Our shared goal is for students to see reading as pleasurable and meaningful—for books to feel like welcomed old friends, and new ones to bring into the circle.

Current Research on Reading

A recent Scholastic Kids & Family Reading Report notes that since 2018, more parents of 6–17-year-olds wish their children would read more for fun. With increased structured activities and digital engagement, reading faces more competition for children’s free time. The research is clear: modeling reading matters.

• 59% of children say that many or nearly everyone in their life enjoys reading
• Among frequent readers, that number jumps to 80%
• Parents are children’s primary reading role models (83%), followed by siblings (40%) and teachers (34%)

• Honor autonomy and interests. Let children read anything. Remain judgment-free. All reading builds stamina and confidence.
• Make reading social. Book clubs with friends create meaningful connections.
• Honor when a book is not a match. Reading tastes change; it’s better to move on than to quit reading altogether. And, there are other ways to better teach tenacity than slogging through a book that just does not speak to you.
• Model reading. Talk about what you’re reading and why. Let children see you get lost in a book.
• Read Everything. Audiobooks, magazines, newspapers, and movie-to-book connections all matter.
• Follow passions. Gifted learners are driven by interests—find books that align with what excites them.
• Create inviting spaces. Cozy nooks, good lighting, and screen-free time help.
• Series matter. Once students find a book series they love, momentum builds.
• Keep books visible. Accessibility invites spontaneous reading.
• Travel with texts. Always have something to read on hand – books, magazines, newspapers, maps–whatever sparks your kids’ interest.
• Honor the Joy of Rereading. Some books are old friends. Re-reading builds fluency and emotional understanding.
• Ask curious questions. Try “What surprised you?” or “Would you recommend it?” Keep it conversational, not evaluative.

When we protect choice, model joy, and trust the process, we help students build a relationship with reading that lasts far beyond school.

Happy Reading,

Heather

P.S.

We plan to continue to build our Commons Library and welcome families to donate any gently used books and well loved favorites to our growing collection. Caroline at the the Front Desk Thank you all for your support!