Reading logs: Our own hot topic

I’ve written twice before about reading logs: back in August 2007 with “Reading logs, reading blahs” (opens in a new window) and then again in April 2008 with “Should reading with parents count?” (opens in a new window)

Those two posts have sparked lots of comments, all of which carried valid points about the purposes and pitfalls of reading logs.

“Mom in super school district” wrote that her daughter’s class reading log turned reading from “reading for pleasure” to “reading-for-words-until-I-read-long-enough” (which is exactly what was happening with Molly).

Jen and A.M., both teachers, feel that reading logs help families recognize the value of reading every day; the log is little more than a reminder to read. And thankfully, many commented that at their school, being read to and reading with a family member “counts” toward their time.

Both Jen P and Mark H took issue with the way I handled our own reading log situation, which was to just stop doing it. They reasoned that by doing so, I am teaching Molly to defy her teacher’s expectations, implying that it’s okay to “opt out” of assignments you don’t want to do.

First, let me say THANK YOU for commenting. I read every comment that comes in, and I love your differing perspectives and opinions. It’s one of the things I hope this blog encourages.

Second, it’s clear that reading logs are as different as the teachers who assign them (and the kids who have to use them). And maybe that’s the way they should be used (when they’re used) — individually. It’s clear within my own family that kids are individuals. What motivates Molly is clearly NOT what motivates Anna.

Here’s an idea: What about differentiated reading logs? Thoughts or comments? What would they look like?