"As we think about schools and reading culture, what's really important is that everyone is on the same page, and what we know is that reading culture that really supports students in achieving they're learning and reading journey.

We make sure that when children come to the library that they pick a book that is at their just right level, and that they are able to read it themselves. Now that doesn't mean that we can't honor what parents request, but that we let them know, This is a book that you're going to read together. We want to make sure the kids have an opportunity to pick books at their independent level."

“当我们思考学校和阅读文化时，真正重要的是每个人都在同一起跑线上，阅读文化能够支持学生成功踏上学习和阅读之旅。

当孩子们来到图书馆时，他们会挑选一本适合他们水平的书，并且他们能够自己阅读。这并不意味着我们不能满足家长的要求，但我们要让他们知道，这是一本适合亲子共读的书。我们要确保孩子们有机会在他们的独立水平上挑选书籍。”

“阅读对于扩大孩子词汇量、熟练运用语法都非常有帮助，尤其是老师指导性阅读具有强计划性，能够引导学生阅读水平大幅度提高。指导性阅读也是分级阅读，利用AR分级阅读系统让学生找到适合自己难度的图书，逐步阶梯式提升阅读能力。

借助线上阅读教学工具搭建图书馆阅读体系，设计分级阅读指导是有技巧的。阅洋通过star测评为学生进行分级，在arbookfind网站中搜索书名得到书籍具体的难易程度和相关信息，为学生挑选难度适中的书籍，或直接在myON线上图书馆中进行搜索。阅读馆的图书储备非常重要，近十年的线下实体图书馆积累搭配myON线上图书馆，让孩子在兴趣范围内找到合适的图书”

"I strongly contend that discussions about reading should recognize three distinct categories: (1) reading to students; (2) reading with students (instructional reading); and (3) Having students read independently. Each type of reading makes an important contribution to students’ literacy development, and—perhaps more importantly—different rules govern what constitutes “success” in each. For these reasons, failure to distinguish between categories can have a negative impact on what we do in the classroom.

If we overload pleasure reading with requirements and assignments, we’ll quickly sap the pleasure—and students’ motivation—from the activity ."

“我认为，学生阅读分为三种方式：读给学生听；与学生一起读（指导性阅读）；以及让学生独立阅读。这三种阅读方式都对促进学生的读写能力发挥着重要作用，而且，不同的阅读方式具有不同的判断标准，如果不能区分不同的阅读方式，就会对我们教师在课堂上的工作产生负面影响。

如果我们在阅读中增加大量要求和作业，我们会很快会消磨掉学生的乐趣和积极性。”