I like the idea of supporting reading from a series to improve fluency and comprehension (Routman, 2003). When students read books in a series the style of writing and sometimes themes continue making comprehension and fluency not just easier in a way of quickness but in a way that can support students motivation to read and to keep reading. This to me is the big bonus; students reading books that help keep them motivated to read.
In my literacy class and at my main placement I see students who are not motivated to read even though it is modeled by the teacher and the teacher shares their own reading experiences. The idea of series reading could be plan B for helping students become engaged in reading. I also like the idea that Routman points out, of starting with any form of reading to later in life support more deep reading such as the classics or books that may take more thinking as a reader to understand (I too grew up as a closet romance reader until just after undergrad). I identify and can easily see how this can help students, coupled with the idea of series reading, to become life long learners through reading. Ultimately this can help with the transition from learning to read to reading to learn!
You know, I must confess that I even read less-than-quality-literature series books to my students, on occasion, as read alouds. My hope was that I could spark interest in books that I thought kids could benefit from reading on their own; reading the first one did in fact get some kids hooked. I also read lots of quality literature at a higher level, exposing my students to new ideas and vocabulary, but a Magic Treehouse or Encyclopedia Brown or Boxcar Children book here and there didn't hurt!
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