Library& Information Science, Course 233: School Library MediaCenters.
Dr. David Loertscher
t3 reading.html
General
• Professional article (t3at.pdf) McKenzie, Jamie. "When the Book, When the Net?" From Now On, March, 2000. On the web at http://www.fno.org.• Web site: National Education Goals: Building a Nation of Learners. Published by the National Education Goals Panel. Here you will find the latest statistics about reading and other achievement scores for the nation's children and teenagers.
• Reading Timeline (t3b.html) - what has been happening in ways reading has been taught in the U.S. over the past century.
• Check out the California Reads project of the US Dept. of Education, western region. Many organizations in California are participating to collaborate.
• Federal study (link to acrobat file): "Long-Term Trends in Student Reading Performance" NAEP Facts, vol. 3 no. 1, January, 1998. The federal fact sheet shows that 9-, 13-, and 17-year olds are doing fairly well - at least holding their own when compared with 1971 data.
• Professional article (t3q.pdf): Loertscher, David V. and Blanche Woolls."Do School Library Media Programs Contribute to Academic Achivement? Consider the Evidence." Knowledge Quest, vol. 27, no. 3, January/February, 1999, p. 24-26.
• Web site: Jim Trelease on Reading web page gives lots of advice, extracts from the research, ideas for reading, ideas for school libraries, and lots of other good stuff.
Reading Motivation
• Professional article (t3au.pdf). "Promoting Reading Among Mexican American Children." ERIC Digest ED 438150, 1999.
• Professional article (t3n.pdf): Clarke, Fayette. "Reading Is Popular Again!" Learning and Leading With Technology, vol. 25, no. 1, September, 1997, p. 36-39. A defense of using the Accelerated Reader in middle school.
• Professional article (t3p.pdf): Mackey, Margaret and Ingrid Johnston. "The Book Resisters: Ways of Approaching Reluctant Teenage Readers," School Libraries Worldwide, vol. 2, no. 1, 1996, p. 25-38. - techniques and tips.
• Book (t3q.pdf): Pinnell, Gay Su and Irene C. Fountas. Help America Read: A Handbook for Volunteers. Heinemann, 1997. - Pres. Clinton has tried to marshall thousands and thousands of volunteers to help the children of America learn to read. Reading teachers often view this program with fear and trepidation. This book provides a solid base of ideas to help volunteers know what they can do to help. (only excerpts are provided)
• Book (t3r.pdf): Pinnell, Gay Su and Irene C. Fountas. A Coordinator's Guide to Help America Read: A Handbook for Volunteers. Heinemann, 1997. - A companion to the book above for those training volunteers. (exerpts only)
• Professional article (t3s.pdf): Donham, Jean van Deusen and Mary Jo Langhorne. "Iowa City Reads!" School Library Journal, May, 1997, p. 32-34. - Read how a whole community joins together to encourage reading.
• Professional article (t3w.pdf): Guthrie, John T., Solomon Alao, and Jennifer M. Rinehart. "Engagement in Reading for Young Adolescents," Journal of Adolescent & Adult Literacy vol. 40, no. 6, March, 1997, p. 438-46. - Discusses various methods for creating a classroom environment where reading is expected and done.
Reading in the Curriculum
• Professional article (t3av.pdf) "Online Resources for K-12 Teachers: Childrens and Adolescent Literature ERIC Digest D149" ED 436009, 1999.• Professional article (t3t.pdf): Harmon, Janis. "Lyddie and Oliver: Instructional Framework for Linking Historical Fiction to the Classics," The ALAN Review, Winter, 1998, p. 16-20. - Discusses techniques for using historical fiction and uses Katherine Patterson's Lyddie and Charles Dickens Oliver Twist. as a case in point.
• Professional article (t3x.pdf): Palmer, Rosemary G. and Roger A. Stewart. "Nonfiction Trade Books in Content Area Instruction: Realitites and Potential, " Journal of Adolescent & Adult Literacy, vol. 40, no. 8, May, 1997, p. 630-41. - Makes the case for using trade books over textbooks.
• Professional article (t3y.pdf): Bintz, William P. "Exploring Reading Nightmares of Middle and Secondary School Teachers," Journal of Adolescent & Adult Literacy, vol. 41, no. 1, Sept., 1997, p. 12-24. - Explores numerous ideas for getting this group to read.
Reading Skill
• Professional Article (t3ar.pdf) "Balanced Reading Instruction. ERIC Digest D144" ED 435986, 1999.• Professional Article (t3z.pdf): Editor. " The Unique Power of Reading and How To Unleash It" American Educator, Spring/ Summer 1998, p. 4-5.
• Professional Article (t3aa.pdf): Cunningham, Anne E. & Stanovich, Keith E. "What Reading Does For The Mind" American Educator, Spring/Summer 1998, p.8-15. - Innate ability isn't the pnly variable that determines cognitive competence. Reading has cascading effects on the mind, and its benefits are available to everyone.
• Professional Article (t3ab.pdf): Adams, Marilyn J., Beeler, et. al. "The Elusive Phoneme, Why Phonemic Awareness is So Important and How To Help Children Develop It" American Educat or, Spring/Summer 1998, p.18-22.- Weakness in the phonological area of language development causes 25-40 percent od children to have serious difficulties in learning to read and write. Finally, we know how to help them.
• Professional Article (t3ac.pdf): Torgesen, Joseph K., "Catch Them Before They Fall" American Educator, Spring/Summer 1998, p.32-39.- Children who get off to a poor start in reading rarely catch up, yet few school districts have any systematic means for early identification of those at risk of reading difficulty. Here's how to change that.
• Professional Article (t3ad.pdf): Moats, Louisa C., "Teaching Decoding" American Educator, Spring/Summer 1998, p.42-49,95-96.- There is now broasd consensus that fluent, accurate decoding is central to skilled reading. But this renewed attention to phonics won't amount to much unless it is taught well. We must avoid the problems found not only in whole-language approaches to phonics but also in traditional phonics programs.
• Professional Article (t3ae.pdf): Slavin, Robert, et. al. "Every Child Reading" American Educator, Spring/Summer 1998, p,52-63.- This country's reading problems are largely solvable if we have the will to solve them. Here's a ten step action plan.
• Professional Article (t3af.pdf): Beck, Isabel L. et. al. "Getting At The Meaning" American Educator, Spring/Summer 1998, p.66-71,85.- Watch fifth graders read a typical social studies text and your likel;y to see their eyes glazing over and little learning taking place. How can we get students to really dig in and pull meaning from difficult text?
• Professional Article (t3ag.pdf): Greene, Jane F., "Another Chance" American Educator, Spring/Summer 1998, p.74-79.- What to do with the ninth grader who reads at a third-grade level - show a video of the assigned book and accept "alternative projects" for credit? No, says the author, we should provide these students with a concentrated, ambitious, research-based literacy curriculum.
Storytelling
• Research article (t3ax.pdf) Sturm, Brian W. "The Enchanted Imagination: Storytelling's Power to Entrace Listeners," School Library Media Research, vol. 2, 1999. Describes the various states that listeners have during storytelling.• Professional article (t3u.pdf): Wilson, Michael. "Teenage Tales," Children's Literature in Education, vol. 28, no. 3, 1997, p. 151-62. - The whys and hows of doing storytelling with teens.
Using Video
• Professional article (t3v.pdf): Avery, Kay Beth, Charles W. Avery, and Debra Partin Pace. "Bridging the Gap: Integrating Video and Audio Cassettes into Literature," English Journal, February, 1998, p. 58-62. - Techniques for using video and audio to teach literature.
Research
• You should sign up to receive automatic emails from the National Education Goals Panel who seem to be a powerful player on the national level. They publish a monthly and recently commented on the NAPE report: (t3az.pdf)• Krashen's Power of Reading and McQuillan's The Literacy Crisis are keys to much of the best research in the field.
• Resource (t3as.pdf) See Krashen's home page for his publications for other articles and resources.
• Research article (t3aw.pdf) Cullinan, Bernice E. "Independent Reading and School Achievement," School Library Media Research Online, vol. 3, 2000.
• Research article (t3o.pdf): Tse, Lucy, Sy-Ying Lee, and Stephen Krashen. "A Simple Measrue of Free Reading Behavior," CSLA Journal, vol. 20, no. 2, Spring, 1997, p. 25-26. - This report reports on a quick and easy way to determine how much free reading people do, and provides additional evidence that more free reading means more literacy development, specifically, more vocabulary knowledge.
Reading in Middle and High Schools
• Professional article (t3ah.pdf): Humphrey, Jack W. "Supporting the Development of Strong Middle Grades Readers," NASSP Bulletin, October, 1998, p. 86-92. "Developing strong middle grades readers requires time, access, emphasis, skilled reading teachers, and a supportive administration. Not supporting middle grades readers means, in the end, diminished opportunities for them and for our country as we move into the twenty-first century."
• Professional article (t3ai.pdf): Alvermann, Donna E. and Richard T. Vacca. "The Crisis in Adolescent Literacy: Is It Real or Imagined? NASSP Bulletin, October, 1998, p. 4-9. "We are at a turning point in the literacy development of adolescents. We can continue the status quo, providing a mimimalist approach to literacy instruction in middle and high schools, or we can resolve to think about adolescent literacy in new ways."
• Professional article (t3aj.pdf): Sturtevant, Elizabeth G. "What Middle and High School Educators Need to Know About Language Minority Students," NASSP Bulletin, October, 1998, p. 73-77. "Many middle level and high schools in the United States have recently experienced tremendous growth in their population of language minority students, or students who speak a language other than English at home. Concern about the appropriate education of these learners raises issues that are both complx and controversial."
• Professional article (t3ak.pdf): Buehl, Doug. "Integrating the "R" Word into the High School Curriculum: Developing Reading Programs for Adolescent Learners," NASSP Bulletin, October, 1998, p. 57-66. "What types of activities and programs might you observe in a high school where the development of literacy skills is a priority? You might see a reading specialist introducing strategies to help students in a social studies class use the textbook more effectively; or modeling memory strategies for afamily and consumer education class learning medical occupation terminology; or showing an English class how to use graphic organizers for a research report."
• Professional article (t3al.pdf): Moore, David W. "Metaphors for Secondary Reading: Choosing One or Choosing Several," NASSP Bulletin, October, 1998, p. 10-15. "We shape professional actions according to metaphorical views of society as a mosaic or as a melting pot; schools as communities or bureaucracies; teachers as subordinates or collegues; and students as researchers or factory workers, to name a few possibilities. Metaphor also serves as a productive curriculum tool."
• Professional article (t3am.pdf): Ivey, Gay. "Discovering Readers in the Middle Level School: A Few Helpful Clues," NASSP Bulletin, October, 1998, p. 48-55. "Middle school students probably have very little to say about creating the reading curriculum and consequently, either become resistant to reading or keep their dissatisfaction to themselves. Thus, the decline in positive attitudes toward reading as students move through the middle grades may be the result of a mismatch between the type of reading that interests middle school students and the kinds of reading typically assigned to them in school."
• Professional article (t3an.pdf): Alvarez, Marino C. "Developing Critical and Imaginative Thinking Within Electronic Literacy." NASSP Bulletin, October, 1998, p. 41-47. "Many students know more about technology than their teachers and school administrators. They have grown up with electronic video games, talking books and machines, videos, and computer-generated programs that have literacy animations, audio, mathematics, science, robotics, and other varied forms of electronic proesentations. How can schools help adolescent students develop critical and imaginative thinking within electronic literacy environments?"
• Professional article (t3ao.pdf): Guth, Nancy and Patricia Heaney. "A Challenge for School Administrators: Motivating Adolescents to Read," NASSP Bulletin, October, 1998, p. 34-40. "What are the changes in understanding that affect the design of a collaborative literacy program for a secondary school? The following examples of programs that work are offered as guidelines. Each school setting must involve its unique lientele and use its available resources. Literacy possibilities are endless; these ideas are just the beginning."
• Professional article (t3ap.pdf): Anders, Patricia L. "The Literacy Council: People Are the Key to an Effective Program," NASSP Bulletin, October, 1998, p. 16-23. "Educators have an obligation to provide a literacy program for all students: for capable readers/writers who need to broaden and deepen their use of literacy; for students who appear to be alienated or disenchanged with school, including reading and writing; and for students who appear not to have developed adequate literacy."