Building Literacy Connections with Graphic Novels by James Bucky Carter (Editor)"As teachers, we're always looking for new ways to help our students engage with texts. James Bucky Carter and the contributors to this collection have found an effective approach: use graphic novels!
Carter and his contributors tap into the growing popularity of graphic novels in this one-of-a-kind guidebook. Each chapter presents practical suggestions for the classroom as it pairs a graphic novel with a more traditional text or examines connections between multiple sources. Some of the pairings include The Scarlet Letter and Katherine Arnoldi's The Amazing "True" Story of a Teenage Single Mom; Oliver Twist and Will Eisner's Fagin the Jew; Young adult literature and Marjane Satrapi's Persepolis; Dante's Inferno and an X-Men story; classic fantasies (Peter Pan, The Wizard of Oz, and Alice in Wonderland) and Farel Dalrymple's Pop Gun War; traditional and graphic novel versions of Beowulf.
These creative pairings open up a double world of possibilities--in words and images--to all kinds of learners, from reluctant readers and English language learners to gifted students and those who are critically exploring relevant social issues. A valuable appendix recommends additional graphic novels for use in middle and high school classrooms.
Packed with great ideas for integrating graphic novels into the curriculum, this collection of creative and effective teaching strategies will help you and your students join the fun." (Amazon)
Call Number: LB1631.B85 2007
Publication Date: 2007
Change over Time by Marie M. ClayWhen early literacy interventions work with young, low-achieving children, just why they work is often poorly understood. With Change Over Time , you can join Marie Clay as she takes a step back from the concepts of reading failure, disability, and dyslexia, and considers a new way to view literacy learning difficulties.
You begin by asking questions about the changes that occur in the cognitive processes of proficient children as they learn to read. You call what they do "constructive" and discover how you can interact daily with low-achieving children so that they too conduct literacy tasks constructively and independently.
Call Number: LB1139.5.L35C573 2001
Publication Date: 2001
Comprehension Instruction: research-based best practices by Sheri R. Parris (Editor); Kathy Headley (Editor); Lesley Mandel Morrow (Foreword by)
Call Number: LB1050.45.C66 2015
Publication Date: 2015-07-07
Creating Room to Read: a story of hope in the battle for global literacy by John WoodWhat's happened since John Wood left Microsoft to change the world? Just ask six million kids in the poorest regions of Asia and Africa. In 1999, at the age of thirty-five, Wood quit a lucrative career to found the nonprofit Room to Read. Described by the San Francisco Chronicle as 'the Andrew Carnegie of the developing world,' he strived to bring the lessons of the corporate world to the nonprofit sectori and succeeded spectacularly. In his acclaimed first book, Leaving Microsoft to Change the World , Wood explained his vision and the story of his start-up. Now, he tackles the organization's next steps and its latest challengesi from managing expansion to raising money in a collapsing economy to publishing books for children who literally have no books in their native language. At its heart, Creating Room to Read shares moving stories of the people Room to Read works to help: impoverished children whose schools and villages have been swept away by war or natural disaster and girls whose educations would otherwise be ignored. People at the highest levels of finance, government, and philanthropy will embrace the opportunity to learn Wood's inspiring business model and blueprint for doing good. And general readers will love Creating Room to Read for its spellbinding story of one man's mission to put books within every child's reach.
Call Number: LC158.A2W66 2013
Publication Date: 2013
Developing Literacy and the Arts in Schools by Georgina Barton
Call Number: LC149 .B37 2020
Publication Date: 2019-08-19
The Flipped Reading Block : making it work, how to flip lessons, blend in technology, and manage small groups to maximize student learning by Gina Pasisis
Call Number: LB1576.P37 2015
Publication Date: 2015-06-01
Handbook of Language and Literacy: development and disorders by C. Addison Stone (Editor); Elaine R. Silliman (Editor); Barbara J. Ehren (Editor); Geraldine P. Wallach (Editor)An acclaimed reference that fills a significant gap in the literature, this volume examines the linkages between spoken and written language development, both typical and atypical. Leading authorities address the impact of specific language-related processes on K-12 literacy learning, with attention to cognitive, neurobiological, sociocultural, and instructional issues. Approaches to achieving optimal learning outcomes with diverse students are reviewed. The volume presents research-based practices for assessing student needs and providing effective instruction in all aspects of literacy: word recognition, reading comprehension, writing, and spelling.
Call Number: LC149 .H36 2016
Publication Date: 2016
Language at the Speed of Sight: how we read, why so many can't, and what can be done about it by Mark SeidenbergA psychology professor specializing in the cognitive and neurological bases of language and reading discusses why children and adults have been incorrectly taught how to read and offers suggestions on how to vastly improve this vital life skill.
Over half of our children read at a basic level and few become highly proficient. Many American children and adults are not functionally literate, with serious consequences. Poor readers are more likely to drop out of the educational system and as adults are unable to fully participate in the workforce, adequately manage their own health care, or advance their children's education. In this book, cognitive scientist Mark Seidenberg reveals the underexplored science of reading, which spans cognitive science, neurobiology, and linguistics. As Seidenberg shows, the disconnect between science and education is a major factor in America's chronic underachievement. How we teach reading places many children at risk of failure, discriminates against poorer kids, and discourages even those who could have become more successful readers. Children aren't taught basic print skills because educators cling to the disproved theory that good readers guess the words in texts, a strategy that encourages skimming instead of close reading. Interventions for children with reading disabilities are delayed because parents are mistakenly told their kids will catch up if they work harder. Learning to read is more difficult for children who speak a minority dialect in the home, but that is not reflected in classroom practices. By building on science's insights, we can improve how our children read, and take real steps toward solving the inequality that illiteracy breeds. Both an expert look at our relationship with the written word and a rousing call to action, Language at the Speed of Sight is essential for parents, educators, policy makers, and all others who want to understand why so many fail to read, and how to change that.
Call Number: LB2395.3 .S45 2017
Publication Date: 2017-01-03
The Literacy Teacher's Playbook, Grades K-2 by Jennifer SerravalloCollecting data : assessment lenses and tools -- Analyzing data : making discoveries from student work -- Interpreting data and establishing a goal -- Creating an action plan -- Appendices : A. Emre's work and one possible interpretation -- B. Glossary of assessment terms -- C. Forms -- D. Possible reading-writing correlations and goals for emergent readers and writers, and students reading at levels A-F.
Call Number: LB1576 .S47 2014 (GR. K-2)
Publication Date: 2014
The Literacy Teacher's Playbook, Grades 3-6 by Jennifer SerravalloCollecting data : assessment lenses and tools -- Analyzing data : making discoveries from student work -- Interpreting data and establishing a goal -- Creating an action plan -- Appendices : A. Alex's work and one possible interpretation -- B. Glossary of assessment terms -- C. Forms.
Call Number: LB1576 .S47 2015 (GR. 3-6)
Publication Date: 2013
The Music and Literacy Connection by Dee Hansen; Elaine Bernstorf; Gayle M. StuberThe second edition of The Music and Literacy Connection expands our understanding of the links between reading and music by examining those skills and learning processes that are directly parallel for music learning and language arts literacy in the pre-K, elementary, and secondary levels. This edition includes two new chapters: one dedicated to secondary music education and teacher evaluation, and another that offers a literature review of latest literacy research in education, neuroscience, and neuropsychology. Readers will find extensive instructional examples for music and reading teachers so that they may enrich and support each other in alignment with current initiatives for twenty-first-century curricula. Instructional examples are aligned with The National Core Music Standards and the Common Core State Standards for English Language Arts and Media Arts. Readers will find an in-depth review of the benefits of music learning in the listening, viewing, speaking and writing literacy as well as comprehensive information for children with special needs. The Music and Literacy Connection is a valuable resource for professional development, college literacy courses, and curriculum administrators.
Call Number: MT930 .H36 2014
Publication Date: 2014
Reading Intervention in the Primary Grades: a common-sense guide to RTI by Heidi Anne E. Mesmer; Eric Mesmer; Jennifer Jones
Call Number: LC4705.M47 2014
Publication Date: 2014-01-17
The Reading Strategies Book: your everything guide to developing skilled readers by Jennifer SerravalloWith hit books that support strategic reading through conferring, small groups, and assessment, Jen Serravallo gets emails almost daily asking, "Isn't there a book of the strategies themselves?" Now there is. "Strategies make the often invisible work of reading actionable and visible," Jen writes. In The Reading Strategies Book, she collects 300 strategies to share with readers in support of thirteen goals -- everything from fluency to literary analysis. Each strategy is cross-linked to skills, genres, and Fountas & Pinnell reading levels to give you just-right teaching, just in time. With Jen's help you'll develop goals for every reader, give students step-by-step strategies for skilled reading, guide teachers with prompts aligned to the strategies, adjust instruction to meet individual needs with Jen's Teaching Tips, craft demonstrations and explanations with her Lesson Language, and learn more with Hat Tips to the work of influential teacher-authors. Whether you use readers workshop, Daily 5/CAFE, guided reading, balanced reading, a core reading program, whole-class novels, or any other approach, The Reading Strategies Book will complement and extend your teaching. Rely on it to plan and implement goal-directed, differentiated instruction for individuals, small groups, and whole classes. "We offer strategies to readers to put the work in doable terms for those who are still practicing," writes Jen Serravallo. "The goal is not that they can do the steps of the strategy but that they become more comfortable and competent with a new skill." With The Reading Strategies Book, you'll have ways to help your readers make progress every day. Visit heinemann.com/readingstrategiesbook/ where you'll find blog posts, videos from Jen Serravallo, community features, and more information on The Reading Strategies Book.
Call Number: LB1050 .S47 2015
Publication Date: 2015-05-20
Re-Envisioning the Literacy Block: a guide to maximizing instruction in grades K-8 by Diana Sisson; Betsy Sisson
Call Number: LB1576.S553 2016
Publication Date: 2015-10-02
Words No Bars Can Hold : literacy learning in prison by Deborah Appleman; Anon
Early Childhood Literacy Teachers in High Poverty Schools: : A Study of Courage and Caring by Melissa Hare LandaMuch has been written about the failure of White American public school teachers to effectively teach low-income children of color to read and write. Scholars have offered numerous explanations for this failure, including the reluctance of teacher preparation programs to address cultural competence and the lack of cultural diversity among teacher educators. In response to reported failures such as high attrition rates of novice teachers and low test scores, American public schools are being subjected to increased standardization of the curriculum and high stakes testing. This book provides rich illustrations of White early literacy teachers who choose to remain in low-income school communities, where they effectively and passionately embrace their students, families, and communities. Blending the teachers'successful practices, shown in in-depth interviews excavating their identities and life experiences, with theoretical frameworks about teaching and learning, Early Childhood Literacy Teachers in High Poverty Schools: A Study of Boundary Crossing discusses the responsibility of public educators to cross geographical, economic, and political divisions on behalf of their students, and offers strategies for teacher educators to equip future teachers for these tasks.
From Pencils to Podcasts : Digital Tools for Transforming K-6 Literacy Practices- a Teacher's Guide for Embedding Technology into Curriculum by Katie Stover; Lindsay YeartaFully embedding technology into the curriculum is key to preparing students to meet the demands of the 21st century. No single digital tool or instructional strategy will suit all classroom situations. As a result, From Pencils to Podcasts outlines many digital tools and strategies that the authors have found valuable and accessible in their own teaching experiences as well in other teachers' classrooms. The authors provide K-6 teachers with practical suggestions for incorporating technology into familiar literacy practices and illustrate ways technology can deepen students' literacy development. Each chapter includes information about easy-to-use technology tools, examples from real classrooms, and step-by-step instructions to get started. Benefits Appraise how 21st century notions of literacy differ from traditional notions of literacy. Consider research that states why it is crucial to include digital tools in today's classrooms. Learn how to enable students to create, communicate, collaborate, share, reflect, and assess through digital means. Gain step-by-step instructions for incorporating easily implemented digital tools into classroom practices, and see these tools and practices in action through vignettes. Receive tips for adapting the suggested digital tools and instructional strategies to meet the needs of different content areas. Improve students' ability to function productively in an increasingly technology-oriented world. Contents Introduction: Literacy in the 21st Century Part I: Tools to Facilitate Comprehension and Analysis Digital Word Wall Digital Reader Response Online Literature Discussions Part II: Tools to Facilitate Evaluation and Revision Collaborative Evaluation of Online Sources Online Book Reviews Digital Revision Reader's Theater Digital Movies Part III: Tools to Facilitate Performance and Publication Informational Writing Using Infographics Collaborative Digital Story Retelling Published Writing Part IV: Tools to Facilitate Assessment and Reflection Reading Histories Conferences with Readers and Writers Digital Portfolios Digital Formative Assessment of Reading Comprehension The Un-Conclusion: It's Not the End Appendix: Reproducibles References and Resources Index
Publication Date: 2016-08-26
Handbook of Reading Disability Research by Anne McGill-Franzen; Richard L. Allington (Editor); Anne McGill-Franzen (Editor)Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional questions (What is the nature or causes of reading disabilities? How are reading disabilities assessed? How should reading disabilities be remediated? To what extent is remediation possible?) but from multiple or alternative perspectives. Taking incursions into the broader research literature represented by linguistic and anthropological paradigms, as well as psychological and educational research, the volume is on the front line in exploring the relation of reading disability to learning and language, to poverty and prejudice, and to instruction and schooling. The editors and authors are distinguished scholars with extensive research experience and publication records and numerous honors and awards from professional organizations representing the range of disciplines in the field of reading disabilities. Throughout, their contributions are contextualized within the framework of educators struggling to develop concrete instructional practices that meet the learning needs of the lowest achieving readers.
Publication Date: 2010-09-17
Leading for Literacy: A Reading Apprenticeship Approach by Ruth Schoenbach; Cynthia Greenleaf; Lynn MurphyClear, on-the-ground guidance for Reading Apprenticeship implementation Leading for Literacy provides tools and real-life examples to expand the benefits of a literacy approach that sparks students' engaged reading and thinking across disciplines, from middle school through community college. A companion to the landmark Reading for Understanding, this book guides teachers, leaders, and administrators through the nuts, bolts, benefits, and stumbling blocks of creating Reading Apprenticeship communities that extend a culture of literacy beyond individual classrooms. This book explains how to generate authentic buy-in from teachers and administrators, use the Reading Apprenticeship Framework to turn reform overload into reform coherence, and create literacy teams, professional learning communities, and Reading Apprenticeship communities of practice that sustain an institutional focus on a student-centered, strengths-based culture of literacy. Key insights from Reading Apprenticeship practitioners across the country address how to get started, build momentum, assess progress, and build partnerships and networks across schools, districts, campuses, and regions. Persistently low levels of adolescent literacy continue to short-change students, contribute to discredited high school diplomas, and cause millions of students to drop out of high school and community college. Forty percent or more of community college students require remedial reading courses as college freshman. The researchers at WestEd's Strategic Literacy Initiative developed the Reading Apprenticeship Framework to provide educators with a proven path to improving literacy for all students, and this book provides clear guidance on bringing the framework to life. How to integrate Reading Apprenticeship with existing reform efforts How to use formative assessment to promote teacher and student growth How to coach and empower teachers How to cultivate literacy leadership How to provide long-term support for a strong content-literacy program Nationwide classroom testing has shown Reading Apprenticeship to promote not only literacy and content knowledge, but also motivation and positive academic identity--leading to better student outcomes that reach beyond the classroom walls. Leading for Literacy lays out compelling ways to spread the benefits of Reading Apprenticeship, with practical guidance and real-world insight.
The Reading Mind: a cognitive approach to understanding how the mind reads by Daniel T. WillinghamA Map to the Magic of Reading Stop for a moment and wonder: what's happening in your brain right now--as you read this paragraph? How much do you know about the innumerable and amazing connections that your mind is making as you, in a flash, make sense of this request? Why does it matter? The Reading Mind is a brilliant, beautifully crafted, and accessible exploration of arguably life's most important skill: reading. Daniel T. Willingham, the bestselling author of Why Don't Students Like School?, offers a perspective that is rooted in contemporary cognitive research. He deftly describes the incredibly complex and nearly instantaneous series of events that occur from the moment a child sees a single letter to the time they finish reading. The Reading Mind explains the fascinating journey from seeing letters, then words, sentences, and so on, with the author highlighting each step along the way. This resource covers every aspect of reading, starting with two fundamental processes: reading by sight and reading by sound. It also addresses reading comprehension at all levels, from reading for understanding at early levels to inferring deeper meaning from texts and novels in high school. The author also considers the undeniable connection between reading and writing, as well as the important role of motivation as it relates to reading. Finally, as a cutting-edge researcher, Willingham tackles the intersection of our rapidly changing technology and its effects on learning to read and reading. Every teacher, reading specialist, literacy coach, and school administrator will find this book invaluable. Understanding the fascinating science behind the magic of reading is essential for every educator. Indeed, every "reader" will be captivated by the dynamic but invisible workings of their own minds.
Publication Date: 2017-04-03
Teaching, Learning, Literacy in Our High-Risk High-Tech World: A Framework for Becoming Human by James Paul GeeThis is a profound look at learning, language, and literacy. It is also about brains and bodies. And it is about talk, texts, media, and society. These topics, though usually studied in different narrow academic silos, are all part of one highly interactive process—human development. Gee argues that children will need to be resilient, imaginative, hopeful, and deliberate learners to survive the deeply complex and unpredictable world in which they live. In a world beset by conflicting ideologies that give rise to hatred, violence, and war, Gee urges us to look to a broader set of ideas from seemingly unrelated disciplines for a viable vision of education. This book proposes a framework of principles that can be used to reconceptualize education, specifically literacy education, to better prepare students to be collaborators toward peace and sustainability.
Do I Make Myself Clear? : why writing well matters by Harold EvansThis wise and entertaining guide by one of the great editors of our time offers timeless tools for making meaning clear. Refresh your writing. Unravel convoluted sales talk written to deceive. See through political campaigns erected on a tower of falsehoods. Fake news is but one of the pimples of a literate civilization under siege. Slovenly English! Billions of words come at us every day with unimaginable velocity and shriveled meaning, in social media posts, bloated marketing, incomprehensible contracts, and political language 'designed to make lies sound truthful.' Orwell, of course. The digital era he never glimpsed has had unfortunate effects on understanding. Ugly words and phrases are picked up by the unwary and passed on like a virus. Cryptic assertion supplants explanation and reasoned argument. Muddle and contradiction suffocate meaning. You will write better--and have fun--with the original approaches of an editor experienced in ridding prose of corrupting predators: learn to recognize the infiltrators, the flesh-eaters. and the zombies. But watch, too, as Harry Evans identifies the magic potions mixed by the best of prose writers. He has spent his life clarifying complexities, from the tragic poisoning of thalidomide babies to the urgent files from battlefield reporters and his political histories. Make yourself clear with a trustworthy editor at your side
Writing Creative Writing : Essays from the Field by Rishma Dunlop (Editor); Daniel Scott Tysdal (Editor); Priscila Uppal (Editor)Essential and engaging essays about the joys and challenges of creative writing and teaching creative writing by a host of Canada's leading writers. Writing Creative Writing is filled with thoughtful and entertaining essays on the joys and challenges of creative writing, the complexities of the creative writing classroom, the place of writing programs in the twenty-first century, and exciting strategies and exercises for writing and teaching different genres. Written by a host of Canada's leading writers, including Christian Bök, Catherine Bush, Suzette Mayr, Yvette Nolan, Judith Thompson, and Thom Vernon, this book is the first of its kind and destined to be a milestone for every creative writing student, teacher, aspirant, and professional.
Get Ready to Read!From the National Center for Learning Disabilities comes Get Ready to Read!, a wonderful collection of free resources "designed to support educators, parents, and young children in the development of early literacy skills in the years before kindergarten." Launched in 1999, Get Ready to Read! offers parents and educators numerous resources intended for all young children, such as online early literacy games intended for children to play with adults' help and literacy checklists to help adults "create a literacy-friendly home or classroom." Visitors will also find a "Transitioning to Kindergarten Toolkit," which contains a variety of skill-building activities, screening tools, and helpful information on child development and early learning for math as well as for reading. In addition to English, resources in Spanish, Chinese, Korean, and Arabic are also available. Get Ready to Read! is a valuable literacy resource for parents, educators, and caregivers of young children.
Words & Pictures: Literacy, Art and Common Core TogetherWords & Pictures: Literacy, Art and Common Core Together is a robust suite of teaching materials primarily focused on English Language arts and visual arts for K-2 students. This collection was developed and tested during the 2012-2013 school year by Duke University's Nasher Museum of Art in collaboration with classroom teachers from six elementary schools in the Durham, NC, public school system. Here, readers will find eighteen activities and more than forty lesson plans along with over thirty artworks from the Nasher Museum's permanent collection. These materials were all designed and curated to "teach English Language Arts and visual literacy" and to incorporate visual thinking strategies, which are "a facilitated discussion about a work of art" that encourages students to "practice careful observation, learn to support their statements with evidence, and consider the viewpoints of others." Lessons can be browsed by subject, grade level, or academic standard.
Dialogues: An Interdisciplinary Journal for English Language Teaching and ResearchDialogues: An Interdisciplinary Journal for English Language Teaching and Research offers ESL educators and professionals a valuable "forum [...] to share their research, innovative ideas, and best classroom practices to better serve English learners and the profession as a whole." Launched in 2017 and currently in its second volume, this peer-reviewed, open-access journal publishes articles and other content from a range of ESL-related fields, such as linguistics, second-language writing, and cultural studies. Examples of recent articles include "'Only When Absolutely Appropriate': Attitudes Towards Codeswitching in a Public Middle School" by Mary McLachlan of North Carolina State University and "Digital Storytelling in the Multilingual Academic Classroom: Expanding the Possibilities" by Joel Bloch of The Ohio State University. Dialogues is published by North Carolina State University and edited by Dr. Jillian Haeseler, Assistant Professor and Director of English as a Second Language at NCSU.
Journal of Writing ResearchThe multi-disciplinary Journal of Writing Research is an international, double-blind peer-reviewed journal that "primarily publishes papers that describe scientific studies of the processes by which writing is produced or the means by which writing can be effectively taught." Launched in 2008 and currently in its tenth volume, this open access journal publishes original research, as well as literature reviews and boasts an editorial board from around the world. Examples of articles from recent issues include "The co-regulation of writing activities in the classroom" and "Rarely say never: Essentialist rhetorical choices in college students' perceptions of persuasive writing." Other subject areas covered by this journal include "Developmental aspects of writing ability," "Social and cultural aspects of writing," "Cognitive processes in writing," and more. The editors note that while this journal's articles "are primarily intended for use in the scientific community," its "interdisciplinary nature also makes it accessible to teacher educators, curriculum developers, communication consultants, and other interested practitioners."
Taking reading comprehension tests by Andrew SchlessingerStudents will learn specific strategies for answering literal, inferential and analytical questions. Students will be able to find main ideas, determine the author's purpose or point of view, distinguish fact from opinion, draw conclusions, sequence events, identify cause and effect, and locate details.
Building Literacy Competencies in Early ChildhoodWith the growing reliance on computer-based communication and the return of public interest in early schooling, much attention is being paid to the attainment of literacy. Filmed in several multicultural preschool and kindergarten classrooms, this program reviews underlying cognitive, social, and physical requirements for all formal education and then presents the literacy-specific understandings and skills that have been widely cited but not always adequately described. This video presents an integrated vision of how the precursors of literacy stem from appropriate experiences provided by thoughtful adults to the children in their care. Viewable/printable educational resources are available online. (32 minutes)
The Future of ReadingIn this program, host Alberto Manguel uses the history of the written text—from hand-copied codex, to machine-printed book, to digital document—as a vehicle to address large-scale efforts to preserve the world’s literary heritage, a dual challenge involving a rapidly deteriorating corpus of old books and an overwhelming proliferation of blogs and other significant writings on the Internet. In addition, the implications of cell phone fiction and interactive online novels are discussed; the One Laptop per Child initiative, bringing online reading to the developing world, is praised; and concern over Google’s proprietary book digitization project, which would make the company the de facto owner of the planet’s largest cache of published writings, is expressed. A part of the series Empire of the Word: A Reader’s Journey. (Portions in other languages with English subtitles, 52 minutes)
Learning to ReadEconomic conditions and physical disabilities have denied the magic of reading—a gift so basic as to be taken for granted—to innumerable people. This program hosted by Alberto Manguel looks at how impediments to literacy are being overcome through the stories of literacy campaigns in Toronto and the Webequie First Nation, Canada, and a case study of how author Howard Engel copes with his struggle to regain his reading ability in the aftermath of a stroke. In addition, the withholding of literacy from African-American slaves is explored through the life story of Frederick Douglass; challenges faced by readers in antiquity are discovered by sifting through clues from ancient Italy; and theories of how reading is accomplished in the brain are considered. A part of the series Empire of the Word: A Reader’s Journey. (Portions in other languages with English subtitles, 52 minutes)
Reading and Kid's HealthNational literacy program Reach Out and Read reaches kids in a place where they are almost guaranteed to visit: the doctor's office. PBS NewsHour correspondent John Merrow meets a new breed of pediatrician - part doctor, part teacher - who help parents share books with their children to improve and encourage cognitive development. Original broadcast date: November 08, 2012
Reading ImprovementReading rate and comprehension can mean the difference between success and failure to students. Three strategies for improving both are presented in this program. The first suggests reading during the day, for short periods in a quiet place, for maximum efficiency. One method demonstrates how to divide words into groups on a page as an effective way of improving reading rate. The SQ3R Strategy (Survey, Question, Read, Recite, and Review), developed by a leading reading expert, is also examined as a strategy for improving reading comprehension. (12 minutes)
Teaching LiteracyStudies show that students who enjoy reading and writing have expanded comprehension skills and better overall communication skills. This video demonstrates that with a little creativity, learning to read and write can be fun. Whole class and small group activities include shared and guided reading, learning centers, rephrasing, reinforcement, and summarizing. Students will be encouraged to reflect, discuss, and support each other as they develop these new skills. (22 minutes)
TEDTalks: Alvin Irby: How to Inspire Every Child to Be a Lifelong ReaderAccording to the US Department of Education, more than 85 percent of black fourth-grade boys aren't proficient in reading. What kind of reading experiences should we be creating to ensure that all children read well? In a talk that will make you rethink how we teach, educator and author Alvin Irby explains the reading challenges that many black children face—and tells us what culturally competent educators do to help all children identify as readers.
Why Reading Matters: A Holistic Study for the Digital AgeHuman beings were never born to read. This program seeks to understand how the brain, which has evolved no hardwired “reading center,” made the leap to literacy; why reading well-crafted writing is so profoundly important to intellectual and emotional development; and whether the Internet, with its blogs and videos and games, is placing novels—a prime type of reading material for nurturing the capacity for empathy—at risk. Why Reading Matters is a trip into the space where neuroscience and literature overlap, a place where experiments involving fMRI and MEG imaging, talk of neuroplasticity and brain activation, experiences of stroke victims and people with mood disorders, and discussions of Wuthering Heights and Shakespeare’s trick of turning nouns and adjectives into verbs shed a brilliant light on the intricate interplay between mind, brain, and text. Original BBC broadcast title: Why Reading Matters. (59 minutes) A BBC Production.