This blog post is written by NCTE member Dillin Randolph, 2024 Cook County Co-Regional Teacher of the Year, reprinted with permission from the Soar Educator Recognition Newsletter.
Every night before bed, my 3-year-old son grabs one of his favorite books from the shelf (or sometimes five, much to my chagrin as a tired parent of a toddler). Exhausted from the combined demands of being a public school teacher and parenthood, there are times when I find myself asking him to sharpen his skills by reading a story to me instead—right now, his favorite is The Book with No Pictures by B.J. Novak. Watching him delight in reading the funny words aloud while I listen, grateful for the brief respite, reminds me of the power of early literacy.
It’s not just the bedtime stories that matter to him; it’s the words we encounter throughout our day. The words on street signs, cereal boxes, and even shampoo bottles. His early love for reading didn’t happen by chance. It was nurtured through intentional, everyday interactions with words. September was National Literacy Month, and we celebrated International Literacy Day on September 8. It’s an ideal time for us as educators to reflect on how we can build lifelong literacy skills in our students.
For most of us, September marks the return to school routines, a perfect opportunity to reignite our commitment to fostering literacy. After the summer break—when reading may have taken a backseat—helping students reengage with books can be challenging but also incredibly rewarding. For young readers, like my son, consistency is key. It’s about making reading a part of everyday life, whether it’s through a structured reading routine or by encouraging them to explore books that captivate their interests.
As a high school English teacher, my main objective is to work to instill a love of reading in my students. I do this by providing access to a diverse selection of books, not imposing any restrictions on whichever book they desire to read, and ensuring they have dedicated time to enjoy it. For instance, every Wednesday, my freshmen spend the entire class period reading a book of their choice, and I use that time to confer with them individually. This time is not used to assess their comprehension of the book, but instead to assess their enjoyment of it. This approach emphasizes the importance of volume, choice, and meaningful discussions in developing lifelong, joyful readers.
Research consistently shows that early literacy experiences are crucial for long-term academic success. Students who are consistently engaged with literary elements at any age develop stronger vocabularies, better comprehension skills, and a deeper love for learning. These are not just academic skills; they are life skills. Literacy opens doors, allowing kids to not only read the word but to also read the world.
As educators, especially English language arts teachers, we have a collective moral imperative to instill a love of reading in our students. It’s not just about teaching them to decode words on a page but about fostering a lifelong passion for learning, curiosity, and critical thinking. As we embark on another school year, let’s take this opportunity to recommit to our students’ literacy journey. Whether they are just beginning to recognize letters or are already devouring chapter books, now is the time to encourage them to dive back into the world of stories. After all, the path to lifelong literacy starts with the simple, joyful act of opening a book together.
Dillin Randolph is an antiracist English teacher at Niles West High School in Skokie, Illinois. With a passion for dismantling racial inequalities and fostering a genuine love for literature and writing in his students, Randolph is dedicated to helping students “read the word” to “read the world.” He has been named the 2024 Cook County Co-Regional Teacher of the Year by the Illinois State Board of Education.
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