Her article describes how, among many factors that influence literacy and educational outcomes, reading volume is one of the most powerful predictors of achievement. Dennis cites data from the National Assessment of Educational Progress, which reports that students who read for fun on a daily basis score significantly higher in reading assessments than those who rarely pick up a book.<\/p>\n\n\n
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Access matters<\/strong><\/p>\n\n\n\n One of the most important factors influencing reading volume is access. Book banning \u2014 which Dennis notes has been on the rise in recent years \u2014 undermines access to literature and reduces children\u2019s access to diverse voices. Banning books that reflect students\u2019 interests can also alienate them from reading altogether, decreasing reading volume and stunting literacy development.<\/p>\n\n\n\n \u201cWhen reading volume declines due to restricted access,\u201d Dennis says, \u201cthe consequences ripple across a child\u2019s academic life.\u201d<\/p>\n\n\n\n Book bans can also set off a chain reaction, negatively impacting librarians and educators, who may self-censor or avoid recommending particular titles for fear of backlash, further limiting student exposure to literature and reducing opportunities for robust classroom discussions.<\/p>\n\n\n\n Dennis, who began her career as an elementary teacher in Minnesota, says that students need to read a lot to become proficient, as with any skill, and posits that fewer books on classroom shelves puts students at risk.<\/p>\n\n\n\n She gives simple suggestions on ways educators, parents, and policymakers can counter this and promote reading volume:<\/p>\n\n\n\n \u201cReading volume is a critical driver of academic achievement, personal growth, and lifelong learning,\u201d Dennis says. \u201cWhen children read widely and often, they build the skills and knowledge they need to succeed in school and beyond. We must protect children\u2019s right to read \u2014 and to read freely.\u201d<\/p>\n\n\n\n Dennis\u2019 research focuses on increasing professional literacy education, using assessment data to make instructional decisions and on the use of literacy-focused policies to enhance educational practice.<\/p>\n\n\n\n A professor of literacy, teacher education and policy, Dennis has taught across ages and levels in Colorado, Florida, Kenya and the United Kingdom, receiving her Ph.D. in language and literacy education from the University of Tennessee. She holds a certificate in adolescent literacy from the University of Colorado. During her time at 溏心vlog免费B站, the University\u2019s undergraduate and graduate elementary teacher preparation programs have been named among the best in the country by the National Council on Teacher Quality.<\/p>\n\n\n\n\n