Frequently Asked Questions

How is the Schoolwide Enrichment Model Reading Framework different from what is already in place in a successful reading class?

Should SEM-R replace our regular language arts curriculum?

How much time each week should be devoted to SEM-R?

How can our school go about developing a culture of literacy?

Q: How is the Schoolwide Enrichment Model Reading Framework different from what is already in place in a successful reading class?

A: The Schoolwide Enrichment Model Reading Framework (SEM-R) has three distinct goals: to increase enjoyment in reading, to encourage students to pursue independent reading at appropriately challenging levels, and to improve reading fluency and comprehension. One important difference in the SEM-R study involves a commitment to provide appropriate levels of challenge for talented readers. Little research has focused on challenging talented readers or using strategies that are an important part of gifted education (e.g., critical and creative problem solving and thinking, curriculum modification and differentiation, independent study, self-selected products) to encourage talented students to pursue challenging reading both in school and in their spare time. Current research indicates that many talented readers have already mastered the majority of comprehension skills but are often required to study them again as part of the regular curriculum. The SEM-R was developed to increase reading challenge and enjoyment in all students, but one important focus of this approach is to challenge talented readers.

Another difference between a traditional reading program and Supported Independent Reading (SIR) in the SEM-R is that SEM-R teachers use student reading time to meet individually with students to provide individual instruction in strategy use as well as higher-order questions to challenge and engage readers. Individual student conferences focus on assessing the match between the student and his or her chosen book and to emphasize the selection of appropriately challenging reading material of interest to the student.

Back to Top

Q: Should SEM-R replace our regular language arts curriculum?

A: The SEM-R is an enrichment-based reading program that has resulted in increased reading fluency and achievement as well as more positive attitudes toward reading in students. Our goal is to raise the reading challenge level for all students with a special emphasis on helping talented readers work toward their full potential. However, the SEM-R is designed to enhance, not replace, a solid foundation in language arts including phonics, vocabulary, and writing instruction.

Q: How much time each week should be devoted to SEM-R?

A: The key to finding the right amount of time for reading enrichment is flexibility and creative scheduling. In an ideal intervention, 90 minutes of SEM-R time each day can provide both students and teachers with ample time to focus on extended periods of SIR and individual conferences with enough time remaining to delve deeply into student interests during Phase 1 and Phase 3. Nevertheless, we recognize that for many schools this recommendation is relatively impossible. The SEM-R has been successfully implemented in some of our participating schools with 50 to 60 minute blocks provided each day. Other schools have also considered maintaining the 90-minute SEM-R block, but meeting only two or three times each week. A unifying factor in every implementation has been our determination to ensure that all students strive to reach the goal of 35-40 minutes of SIR time at least three times each week.

Q: How can our school go about developing a culture of literacy?

A: Fostering a culture of literacy (making reading a visible, celebrated activity in a child's life), in your school community and the community at large is an excellent way to support increased student engagement in reading. Begin by informally assessing your community's strengths, weaknesses, and overall student attitudes toward reading. This information will help you to map out where you would like to go and eventually evaluate how far you have traveled. Below you will find a few suggestions to get your wheels turning.

Within Your School

In the limelight – Sometimes finding the right book is all about knowing it exists, and publicity can help that! A bulletin board conveniently located outside the library can display covers of recently purchased, high-interest books, or colorful digital photographs of kids and school staff “caught reading.” Or, you can encourage students to develop book commercials for school announcement time (whether public address system or closed circuit television). Many students enjoy the opportunity to recommend their favorite books to others.

Get out and read – Provide students with the opportunity to demonstrate their newfound fluency and love of literature in your school's kindergarten or head start classroom, local libraries, nursing homes, or day care centers. A little planning and practice can go a long way toward promoting literacy and building up your students' self-esteem.

And the envelope, please . . . – There are many different book awards in which your school can become involved. For example, each year the state of Connecticut sponsors The Nutmeg Awards. Young people are encouraged to read the nominated books and then vote for their favorite selection. The winning book from the state-wide voting ceremony is announced in the spring. (To access information about The Nutmeg Awards or similar programs in other states, see: http://www.carr.org/read/stateAwardbks.htm) Another option—inspired by the frequency of Hollywood award shows—is to invite students in a particular grade (or the whole school) to nominate and vote for favorite books in a variety of categories (i.e., nail biting plot, meanest villain, best setting, most interesting character, etc.). Students can plan an awards ceremony complete with a master of ceremonies, acceptance speeches, and local celebrities like the principal and superintendent. One librarian involved in the study plans to borrow official voting booths for next year's events!

Within the Community

Befriend your local children's librarian – The local public library is an oft-overlooked resource in a community; however, most public librarians when given the opportunity also seek to promote a culture of literacy. Take your students to the library for a tour and keep them abreast of educational program offerings that are often free or inexpensive. Develop a professional bond with the children's librarian by sharing information about your reading curriculum and inviting him or her to attend school meetings or events. PTO meetings, back-to-school nights, or faculty meetings are all excellent venues in which your librarian can promote the literacy services and expertise offered right in your own backyard.

Throw a party – Host a family literacy evening for your students and their families. Find a venue that allows a variety of family friendly activities like games, storytelling, and crafts. Invite local celebrities to share their favorite books with your students.

Encourage a home/school connection – Inform families and curious community members about the SEM-R. Students who develop a growing love of reading may need additional support at home to locate inviting books or to continue tackling challenging reading material—especially during the summer. Providing parents and guardians with an understanding of your literacy goals and their child's accomplishments will go a long way toward establishing a culture of literacy in the home.