Three important years sculpted from a child's formal schooling, islanded as a period of guided passage from childhood to youth. Such is an ideal framework, unfortunately inconsistent with the actuality of the junior high years. Nonetheless, anyone who has worked closely with children of this age (11-14) or grades (7-9) acknowledge an array of differences physical, psychological and emotional which mandates a setting uniquely sympathetic to the pupils' needs. If for no other reason, junior high exists for the exceptional reading opportunity it provides: for intensification and diversification of skills, some ease and stability in dealing with varying content structures, and enrichment of personal reading.
Courtney, L. (1977). The Crucial Transition Years. Reading Horizons, 18 (1). Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol18/iss1/3