Time spent reading is key to reading achievement and academic success.  Anderson, Wilson, and Fielding (1988) found that the more time spent reading books outside of school predicted student’s reading performance.  Reading research suggests that providing time to read in school every day ensures equitable opportunities for students to grow as readers.  Therefore, Norfolk Public Schools is committed to ensuring students are reading at least an additional 14.2 minutes every day. 

Research Highlights: 

• Frequent high volume independent reading leads to becoming a proficient reader, which helps a student thrive both academically and personally (Allington & Gabriel, 2012).
• Independent reading is the point in the continuum of practice at which students integrate all that they’ve learned about reading and apply it on their own. (Burkins & Yaris, 2016)
• Independent reading affects everything from students’ cognitive abilities to their vocabulary development and background knowledge. (Cunningham & Zibulsky, 2013)
• Increased frequency, amount, and diversity of reading activity increases background knowledge (Worthy & Roser, 2010;Guthrie, 2008).
• The volume of independent silent reading students do in school is significantly related to gains in reading achievement (Swan. Coddington, & Guthrie, 2010; Garan & DeVoogd, 2008, Cunningham & Stanovich, 1997).

Figure 2 – Research base for the READ 14.2 Initiative