Q&A: Leading a Strong Middle School Reading Culture

Q&A with assistant principal Jessica Jones White

Recently, we’ve connected with a number of educators and literacy experts to ask for their insights on schoolwide strategies, classroom instruction, and ideas to make reading fun. 

In this piece, we’re sharing a Q&A with Jessica Jones White, Middle School Assistant Principal at Inspired Teaching Demonstration School in Washington, D.C. She is also an education consultant for The Creation Gym. 

Jessica has been in the field of education for over a decade, servicing children in grades PreK-12 as an educator and athletic coach. Her teaching skills include project-based learning, arts integration, 21st century skill development, digital and blended learning curricula, and educational technology. Jessica is also a Licensed Graduate Professional Counselor. 

Additionally, Jessica demonstrates her commitment to literacy as a member of Reading Is Fundamental’s Middle School Literacy Advisory Board. In this work, she focuses on removing barriers to reading by making books and resources easy to access. She collaborates on work that prioritizes evidence-based strategies, such as close reading protocols and text-based discussions, to promote comprehension and analytical thinking.

We discussed school leaders’ role in building a culture of reading success, how to support teachers’ effectiveness with reading instruction, and how literacy skills connect to the development of other 21st century success skills. Read the Q&A below:

What does a schoolwide culture of reading success look like in middle school?

Jessica Jones White: A successful schoolwide culture of reading involves students who are excited to engage with texts because they know they’re about to embark on a journey or gain new knowledge. It’s students recognizing that the information they seek in life often comes through reading—whether for pleasure or research. They understand that one of the easiest ways to access knowledge, without needing firsthand experience, is by reading what others have already learned.

For my students, I strive to build a culture where they see that the answers to their questions are obtainable through exploration or through reading—because research requires reading. I capitalize on this generation’s natural inclination for information-sharing. They want to read posts, articles, and news updates. I help them make the connection between consuming small bits of information, like a caption under a story, and reading lengthier texts for deeper learning. 

We create an environment where classrooms and common areas display a diverse variety of high interest texts, and students have regular opportunities for independent and collaborative reading. We also teach students how to gain access to digital texts and graphic novels. Reading is integrated into meaningful tasks such as inquiry projects or book discussions, which improves both motivation and comprehension outcomes. 

But it doesn’t stop there. I encourage students to take the next step: how do they share something with others through writing once they’ve read and learned something new?

What are some ways school leadership can help build the strong reading culture?

JJW: School leadership can build a reading culture by engaging students with culturally relevant texts and ensuring that classroom and school libraries include texts that reflect students' identities and lived experiences. A love for reading often begins with the joy of learning something new or experiencing a powerful journey through fiction, realistic fiction, or memoirs. Leaders can help curate these experiences so students understand the power of reading and develop a passion for it. Leadership can promote schoolwide literacy events, such as reading challenges or guest author visits, which normalize and celebrate reading.

Another key strategy is fostering a growth mindset and a schoolwide culture of high academic achievement. When students are driven by curiosity and a desire to know more, they naturally turn to reading as a tool for exploration.

Finally, leaders must make reading accessible. This means providing books and resources at all reading levels and promoting them actively. Incorporating engaging tech—like book trailers that preview books the way movie trailers do—can spark interest. Requiring meaningful reading activities in classrooms and across the school further reinforces this culture.

How do you support teachers’ effectiveness with reading instruction?

JJW: Effective reading instruction comes from effective training. Teachers need a strong understanding of the science of reading—how students acquire the ability to decode words, use context clues, and ultimately comprehend texts. Without this foundation, it becomes difficult to help students succeed, which can lead to frustration for both teachers and students. In practice, this means providing teachers with strategies to scaffold complex texts, promote close reading, and teach vocabulary in context. 

I focus on equipping teachers with strategies to support students in building phonemic awareness, discovering context clues, developing vocabulary, and using tools like dictionaries or Google searches to find word meanings. When teachers feel confident in their instruction, students are more likely to experience success and remain motivated to engage with texts. It also involves helping teachers leverage formative assessments to differentiate reading instruction, ensuring all students can access grade-level content. Providing teachers with collaborative planning time is equally important—it allows them to share best practices, co-create reading interventions, and align instruction.

How do literacy skills connect to students’ development of other 21st century success skills?

JJW: In today’s digital world, literacy is essential for accessing and interacting with almost everything—from signing up for platforms to reading social media posts. Students already have a natural desire to engage with digital content, and we can use that interest to boost their literacy skills.

By guiding students to interact with various digital platforms for research, collaboration, and learning, we help them develop critical 21st century skills. This could include having students type essays instead of handwriting them, creating digital presentations on platforms like Canva, or learning basic coding through sites like Code.org.

Beyond technical skills, literacy also connects to students’ ability to be positive, ethical digital citizens. It’s important that they learn to extend their real-world integrity to the online world—interacting respectfully and responsibly. Strong reading comprehension skills are directly linked to students’ ability to evaluate online information for credibility—a key component of digital citizenship.

What do you like about working with digital curricula?

JJW: One of my areas of educational expertise is edtech, and I’m a strong advocate for using digital resources in the classroom. Digital curricula are highly engaging for today’s students and prepare them for the demands of college and future careers. One key benefit is the ability to personalize instruction.

Given the direction of society, it would be a disservice not to expose students to digital tools. Learning how to navigate and manipulate different programs is essential for their future success. I believe in creating well-rounded students who can effectively use digital resources to propel their academic and personal growth.

What are strategies to strengthen student motivation and engagement, ensuring continued progress in their learning and preparedness for high school?

JJW: To strengthen motivation and engagement, you have to understand what drives each student. Every student is fueled by different goals—some by a desire to improve society, others by aspirations for financial security and breaking generational cycles, and some by creative or artistic passions. Students are more motivated when they feel a sense of choice and relevance.

Once you know what motivates a student, you can connect their interests to classroom experiences. This makes learning feel relevant and meaningful. For older students, helping them recognize how education enables them to influence society can also be a powerful motivator. The more students learn—culturally and academically—the more equipped they are to make a meaningful impact. When students apply their reading to real-world contexts—such as creating podcasts, designing infographics, or writing persuasive letters—they find greater meaning in their literacy experiences. 

Ultimately, the best strategy is knowing your students: their interests, passions, and goals. From there, you can create opportunities that show them how education connects to their dreams and empowers them to shape their future.

We thank Jessica for sharing her insights. Are you an administrator or teacher interested in sharing your story or successful strategies for school leadership, literacy, math, career-connected learning, or other critical topics for today’s K-12 professionals? Send us your ideas at communications@edmentum.com