The ability to read well is fundamental to function in today's society. Filling out an application, reading a road map, understanding the directions on a medicine bottle all require the ability to read and comprehend text. The ability to learn from text grants access to lifelong learning, training and education, whether it includes reading reports and memos at work or books and newspapers outside of work.  Internet and social networking operate primarily through the written word. The digital revolution provides a vast and readily available library at one's fingertips. Digital literacy has increased the availability of and access to written text. The information can impart knowledge as well as the ability to communicate with family, friends and employers.

So how do we motivate students to read? Some students are drawn to the written text, and enjoy the act of reading. But what about those reluctant readers-those students who do not like to read? Like anything that is worth doing in life, it takes patience and practice. Students need to be self-motivated to read. They need to see the purpose in reading in order to put forth the effort and persist in a task that is difficulty. The belief that their efforts have been successful will increase confidence and their willingness to read.

In April and May, middle and elementary students across the state will be participating in the Science, English Language Arts, and Math PSSAs. High school students will be taking the Biology, Literature and Algebra Keystones. Teachers have been working diligently preparing students with solid test-taking strategies which include close reading of text to and looking for key words, terms and phrases. Similarly, math teachers are working with students emphasizing critical thinking skills and the ability to show and explain their work.

The teachers of Penn-Delco strive to provide students with rich and meaningful literacy experiences. Teachers provide a wide range of interesting and appropriate texts. Feedback and encouragement is offered to increase students' self-efficacy, their belief in them as readers. Discussions on characters, settings and plot of stories and the content of nonfiction books are central to all classrooms.  An extension of teaching young readers the value of reading could involve something as simple as parents and guardians taking time to read to their children or discuss the text being read. Celebrate the new knowledge learned; enhance the discussion by making real-world connections. Whether it is for a state assessment, for pleasure, or a report at work, the bottom line is that reading matters. Celebrate the art of reading and the rewards will be exponential.