Very often when we talk about reading, we focus on the technical or cognitive aspect of it: learning how students decode words and understand their meaning. While this makes sense because schools tend to prioritize the technical aspects of reading for beginning students, the sociocultural aspect of reading should not be forgotten.
The sociocultural aspect of reading refers to how our community, environment, and cultural background influence reading. How people learn to read, what they choose to read, and how they interpret what they read is largely influenced by their broader sociocultural environment (Cartin, 2023).
When you reflect on your experience learning to read, did just learning to pronounce the words make you a good reader? Or did your environment play a role? Did learning to sound out words in collaboration with your peers or did the pride and joy of finishing your first book inspire you to keep reading?
Only recently have some states – such as Minnesota, Michigan and Florida – begun to include initiatives that incorporate the community and environmental dimension of reading in their legislation. For example, Minnesota Bill HF 2497 established a grant to support eligible after-school organizations to provide culturally affirming and enriching after-school programming that promotes positive learning activities, specifically including community engagement and literacy. Similarly, Michigan’s HB 4411 established an innovative fund for community libraries to help promote reading skills and address early childhood literacy gaps through student engagement and connection. Another example is Florida’s SB 2524, which established a partnership with Just Read, Florida! to help distribute free books to families to help instill a love of reading in students. These initiatives can play an important role in promoting children’s literacy and encouraging young readers to view reading as a social and leisure activity. However, we need more states to adopt similar efforts to truly meet the needs of all students.
We argue that after-school programs are the perfect place to help students build a positive association with reading, as after-school programs can pay more attention to the social dimensions of learning.
Previous research by the Afterschool Alliance (2015) has found that afterschool programs, even those that do not focus on literacy development, have been associated with better reading scores. For some students, after-school programs may be more effective than traditional homework or literacy assistance programs because they find them empowering. Unlike traditional homework programs that focus on the child’s deficits, high-quality after-school programs address the whole child by addressing students’ academic, emotional, and physical needs. The difference in focus allows after-school programs to help students maintain and improve positive associations with school and learning (Cosden et al., 2004).
Whether the after-school program takes place on a school campus or not, after-school programs do not have to meet state curriculum standards. Afterschool programs focus exclusively on fostering community and student enrichment, allowing them to offer something unique to schools: the freedom to explore literacy in engaging and creative ways without the pressure of standards or assessments.
Since our sociocultural perspective on reading is formed subconsciously and through interactions, the best way for afterschool programs to promote positive reading perspectives and environments is through the use of broad literacy strategies (Wheeler et al., 2022) that work to create an environment that prioritizes and elevates reading and writing.
Broad literacy strategies use tactics known to promote strong literacy skills without providing direct literacy instruction (Wheeler et al., 2022). This can look like intentionally harnessing the impact that peers have on each other, making reading a fun and interactive bonding activity, making intentional language choices, and establishing a routine and environment for success. Below, we share some strategies drawn from the research:
Intentionally harness the impact that peers have on each other:
- Consider creating small literature circles for students. The most important thing is that in these circles students share what they have been reading. This will help them develop their reading comprehension and critical thinking skills in a fun and engaging way (Boudreau, 2021).
- Get students hooked on a series of books and have them form a book club. The idea here is similar to literature circles, but for this activity, all students must read the same book.
- Have students work together to ideate and write their own story (Wheeler et al., 2022). You can give them a hint to get started or they can think of something on their own.
- Host fun book review activities that students share with the group. Encourage students to do anything other than a traditional written report. This may look like creating memes or Lego dioramas to represent the story of a book. The goal here is to get students to reflect on what they have been reading and connect it to a medium that interests them. By sharing with the group, students are also exposed to literature that they may not have previously considered (Wheeler et al., 2022).
Make reading a fun and interactive bonding activity:
- Have your students read aloud and encourage them to participate (United Through Reading, 2023). Be sure to engage in dialogic reading with students by using open-ended questions to spark a conversation about what you are reading (Gohl & Thorson, 2019). For more information on how to practice dialogic reading, you can check here.
- For books with multiple characters, encourage students to each choose a character and have fun reading them in different voices and tones. Acting out stories helps students learn to express themselves and encourages them to take risks with reading (Wheeler et al., 2022).
- Have reading challenges with reward incentives. This can look like sticker charts, watching a movie of a book after students finish reading it, and more. Some companies (like Panda Express) and most libraries also have reading reward programs. Participating in challenges helps beginning readers want to read and offers benefits such as broadening their horizons (The Reading Roundup, n.d.).
- Invite service dogs to your program so students can practice reading with them. Reading to service dogs has been shown to encourage reluctant readers, improve attitudes toward reading, and improve literacy skills and attitudes (Wheeler et al., 2022).
Make intentional choices about language:
- Make sure conversations about reading are positive and empowering. How we talk about reading with students and how they talk to each other is critical to forming their opinions about reading. For example, correct negative self-talk about reading and remind students how fun reading can be.
- Encourage students to read all types of books. A common misconception is that some books, such as graphic novels, are not as “good” as traditional chapter books. The type of books students read is not as important as developing their love of reading. Regardless of what students read, the more they do it, the better they will do. The better they are, the more they will like it and will continue to do it (Boudreau, 2021).
Establish a routine and environment for success:
- Get students into the habit of reading a little every day. Reading for 15 to 30 minutes can have a great impact on students’ vocabulary, imagination, empathy, and concentration (Lafond, 2023).
- Make sure the books are accessible in your program. You can do this by organizing book drives or signing up students for library cards. These books should cover a wide range of topics, genres and subjects. The goal is that all students can see themselves reflected somewhere in themselves. The presentation and selection of books you make available sends messages to students, so make sure they are positive.
After-school programs have the potential not only to help students read, but also to transform literacy rates by embracing the sociocultural aspects of reading. When we create spaces where children are excited to interact with literature, we foster not only better readers but lifelong readers.
Whether you are a parent, policymaker, or after-school program director, consider the role you can play in making reading a culturally and socially relevant activity. Together we can turn after-school programs into literacy centers. The importance of the sociocultural aspect of reading cannot be underestimated: it is half the battle in promoting literacy.
