The remedial reading program on the middle school level very often sets priorities on vocabulary development, comprehension and study skills to prepare students with skills required in reading to learn. The specialized reading skills require the utilization of materials in the content areas and very often leaves the appreciation of literature on the back burner.
We have become so skills oriented that in fact we separate and identify students as the readers and the non-readers, when we offer literature courses only to students who are on or above reading level. If we select appropriate literary materials at the suitable readability and interest levels then we can expose students to a balanced curriculum of skills and an appreciation of literature. We are depriving students of valuable learning experiences when literature is not an integral part of the curriculum.
What better avenue can we take if we utilize literature to help students make connections of what they read with real life problems. For decades evidence has indicated that academic achievement, behavior and selfesteem are positively related. A students ability to learn depend not only on intelligence, but on his or her selfesteem. In our complex society the contemporary teenager is faced with a multitude of changes in his or her personal life, and the changes in the family structure is one that has adverse affects on the selfesteem. A teacher can provide conditions to promote selfesteem and to help students to overcome negative picture of self. It is very important to incorporate activities that promote selfesteem into the educational experiences and see them as an integral part of the experience.
