Reading at Meridian
“Reading is the gateway skill that makes all other learning possible” – Barack Obama
Developing a culture of reading
Reading transcends class, race, age, and gender. Every child, regardless of age or ability, deserves to be able to access the written word. Readers who go on to develop a life-long love of literature not only decode, segment, and blend with ease, they have a genuine adoration for the power of prose. In order to stimulate a lasting love of reading, it’s crucial that we build a strong reading culture in schools. A reading culture is an environment where reading is championed, valued, respected, and encouraged and at Meridian High School we are supporting our students to read through many opportunities
At Meridian, our vision is to develop a love and appreciation for reading, building the cultural capital of our students which allows them to understand the people and world around them. Through reading, we aim to improve student’s literacy levels and enable them to access and use a higher range of vocabulary.
Studies show that reading for pleasure makes a big difference to children’s educational performance and future life chances.
Evidence suggests that children who read for enjoyment every day not only perform better in reading tests than those who don’t, but also develop a broader vocabulary, increased general knowledge and a better understanding of other cultures.
In fact, reading for pleasure is more likely to determine whether a child does well at school than their social or economic background.
Reading is also beneficial for the following reasons:
1) Improves the functioning of the brain
2) Increases Vocabulary
3) Improves theory of mind
4) Increases Knowledge
5) Sharpens Memory
6) Strengthens Writing Skills
7) Fosters Concentration
Tutor time reading- CUSP
At Meridian High School, we are proud to deliver the CUSP Tutor Time Reading programme, which gives every student the opportunity to enjoy high-quality, diverse texts as part of their daily school experience. Reading together not only strengthens literacy and comprehension skills but also develops curiosity, empathy, and cultural awareness.
Through carefully chosen texts and extracts, students are introduced to a wide range of voices, perspectives, and ideas. This shared reading experience helps to build confidence, expand vocabulary, and spark meaningful discussions, while also nurturing a love of reading that lasts beyond the classroom.
CUSP Tutor Time Reading ensures that every student can access rich literature that broadens horizons and supports success across all subjects. It is more than reading- it is about inspiring lifelong learners and critical thinkers.
Autobiographies
8 autobiographies have been specifically chosen to promote a love of reading whilst allowing students to understand individuals from different walks of life with different experiences. Each student will be given a copy of this autobiography, appropriate for their reading ages, that they will read at the beginning of their English lesson as well as to read in their own time for pleasure. If a student finishes their autobiography they will ‘level up’ onto the next text.
- Ruby Bridges goes to school by Ruby Bridges Age 4-8
- El Deafo by Cece Bell Age 7+
- Mud, Sweat and Tears Junior Edition by Bear Grylls Age 9-11
- No-one is too small to make a difference by Greta Thunberg Age 11+
- Becoming by Michelle Obama age 11+
- I am Malala by Malala Yousafzai Age 12+
- Courage to Soar: A Body in Motion, A Life in Balance by Simone Biles 13-17
- Alan Turing: The Enigma by Andrew Hodges 13-18
The reading of these autobiographies will work towards a group presentation which will be created and delivered at the end of the year based on what the students have learnt and enjoyed about the book, author and experience.
Student autobiography review- Becoming: Michelle Obama
Student autobiography review: I am Malala
Challenge readers
Each subject contributes to a wider reading pack which complements their topics and subjects.
Subjects will collect challenging research and articles to work alongside their units and build on the vocabulary and knowledge required for students to access their subjects.These are given to students who are challenge readers where they are reading above their chronological age.
Explicit teaching of new vocabulary
At Meridian High School we believe that if students know and understand more complex vocabulary they will be more likely to use this when communicating as well as in the academic writing. With this as a key driver as part of our reading and oracy strand we have adopted the Direct Vocabulary Instruction (DVI) approach when introducing new and challenging tier 3 vocabulary.
DVI helps students learn difficult words that represent complex concepts that are not part of the students' everyday experiences. DVI relevant to a given text leads to a better reading comprehension. It includes providing students with specific word instruction and teaching students word-learning strategies.
As part of DVI students repeat the word 3 times, the teacher then breaks down the word into prefixes and suffixes (if appropriate), the etymology and morphology of the word, synonyms of the word (usually using tier 1 and 2 vocabularly to support understanding) as well as a definition which is supported by dual coding.
Our library
At Meridian High School, our vision is to develop all students into fluent and effective readers who are challenged and encouraged to read for pleasure. We aim to expose students to a range of texts, from different genres, written by authors from a wide range of backgrounds. We want students to have the knowledge, behaviours and skills to demonstrate a rich cultural awareness which is necessary to be successful at school, further education and the world beyond education. We aim to take every opportunity to enhance the cultural capital of our students and equip them with the knowledge and experiences needed for life in society.
A book can transport us from our own world to another as we immerse ourselves in the lives of fictional characters, or learn about other cultures. A book can ignite curiosity about the world and fire up imaginations. With technology becoming a bigger part of our lives, reading and storytelling are essential and safe components in keep students engaged in learning, whether in the classroom or at home.
The School Library Association has also found that school libraries have been shown to impact pupils’ general academic attainment, reading and writing skills, plus wider learning skills, as well as their scores in history, mathematics and science. School libraries have also been found to have an impact on pupils’ reading enjoyment, reading behaviour and attitudes towards reading. Motivation and attitudes in particular have been connected to school library use. Several personal and interpersonal outcomes, such as self-esteem and the feeling of success and accomplishment, have also been associated with school library use.
What does the Meridian Library have to offer?
- A comfortable place to sit and read peacefully
- An area to read with friends
- A range of fiction and non-fiction texts
- A space to complete Prep work
- A space to work quietly
- A club space for break and lunch times
- A Reader Leaders Programme where our trained student leaders support year 7 readers
- An space for literacy lessons
Supporting our students in literacy and reading
The development of literacy and reading is a priority at Meridian High School. So to develop both literacy and reading skills we offer the following waves of provision to support our students.
World Book Day Celebrations
World Book Day changes lives through a love of books and reading. Our mission is to promote reading for pleasure, offering every child and young person the opportunity to have a book of their own. Reading for pleasure is the single biggest indicator of a child’s future success – more than their family circumstances, their parents’ educational background or their income. We want to see more children with a life-long habit of reading for pleasure and the improved life chances this brings them.
For world book day students and staff are encouraged to dress up as a literary character from a book of their choice. Students also have the opportunity to get involved in many reading relatedd activities which include:
The Masked Reader- students need to guess the reader from the short story or poem they are reading (click on the image to listen). Complete the google form to enter the competition
Short stories- Students are read a short story at the beginning of every lesson on world book day.
Library leaders assembly- Library leaders deliver an assembly to the whole school which promotes a love of reading and showcases all of the WBD activities happening throughout the day.
Best dressed competition- Prizes for students and staff for the best dressed WBD character
