In New Zealand teachers are able to select the length and number of texts they provide for their students to read in class, thus influencing reading mileage.
In New Zealand we have both freedom and responsibility to select texts for students and are free to gather resources from far and wide, including the internet.
There are so many decisions teachers need to make about reading mileage.
According to Duke and Pearson developing reading comprehension involves a great deal of time and opportunity to read. They explain that as with decoding in the earlier developmental stages of reading, all the explicit teaching in the world will not make students strong readers unless it is accompanied by lots of experience applying knowledge, skills and strategies during actual reading. There are several studies that indicate when an extensive range of reading material is available and students read a large number of books, their achievement accelerates.
How are our upper primary teachers managing to support this reading mileage?