[CASL-L] Reading the more effective/efficient way

[IRENE KWIDZINSKI]

FYI


----- Forwarded Message ----
From: Connie Williams <chwms at mac.com>
To: aaslforum at ala.org
Cc: Stephen Krashen <skrashen at yahoo.com>
Sent: Tue, May 29, 2012 10:33:13 PM
Subject: [aaslforum] Re: the more effective/efficient way

Another way is to create a school climate for reading. If a school [my dream 
school] were to state on the first day of school that all students and faculty 
 will be expected to have reading material in their backbacks with the 
expectation that everyone will be able to read something at all times. Then if 
teachers were to stop kids in the hall to see what they're reading, have read, 
want to read - and share a book with them that they're reading, the stage is set 
for school wide expectations for reading. Throw in a few parent reading nights, 
movies made from books nights and sleepovers in the library. Reading groups 
could be held in classes [by genre, by author, by color of covers,] or during 
recess or at break. 60 second book talks can be given over the loudspeaker, 
video classes can make their own movies [not about books, but make their own 
stories], writers clubs can emerge to write poetry, make comic books, etc.  

I taught a required 7th grade course called "young adult literature [YAL] " for 
two semesters. It was in addition to their English class. They read 5 books in 
the semester. They book talked, they swapped books, they made very cool projects 
including a huge mural about the book "Downriver" [the only book everyone all 
read - because they wanted to]. The unit on comic books brought the kids [mostly 
boys] into the hall early after lunch to line up so that they could get the one 
they wanted to read that period.  

I think a lot about that class. I didn't invent the curriculum. A remedial 
reading teacher did in the late 1980's.  She noticed that all her direct 
instruction didn't do anything to make kids want to read. So she created this 
class. It was a hit. She later attended Dr. Krashen's keynote speech one time 
and brought me [a new librarian] with her. We knew that he got it right. For 10+ 
years we worked together and had the best time helping kids find books. She 
received many positive phone calls from parents telling her that their child 
never read anything before that class, and now they were hooked.  I saw it 
happen. Our school, supported by this class and a very supportive English dept 
that encouraged free choice reading and lots of writing [NOT about literature 
always] was a fantastic place to hang out and talk books all across campus.

We don't have to test them or "make" them read.  They actually do a lot of 
reading on their own - it's just not always novels - or "literature" . Let's 
find ways to "normalize" the joy that one gets when reading. AND for those kids 
who really don't like it a lot - let's normalize the kind of reading they do 
like: comic books, non-fiction, technical manuals, online reading, non-fiction 
"draw it yourself" books... those are all valid.  Let's finally accept that.

Sorry. enough soap box.  I just absolutely believe in the power of reading - all 
on it's own. 

Connie Williams





On May 29, 2012, at 6:08 PM, Stephen Krashen wrote:

Lorraine has asked the core question.
>
>
>
>Well supplied libraries, full of enticing books is a necessary condition, 
>sufficient in many cases, but perhaps not all. Evidence that libraries alone 
>make a difference comes from the very first summer reading study ever done, 
>Hayns, 1975: those who lived closer to public libraries did more reading during 
>the summer, and made better gains over the summer. Also, in Power of Reading I 
>describe other studies showing that increased hours, better collections result 
>in more reading. 
>
>
>
>
>First lets make sure libraries have graphic novels, magazines, great adolescent 
>literature (eg Hunger Games), etc, and are open at convenient times. Then lets 
>look to see how many teenagers are still resisting  reading.
>Right now we are doing everything but:  Assigned reading, prizes, book reports. 
>With  the increase in poverty in this area (and everywhere else), libraries  are 
>increasingly the only chance. 
>
>
>
>
________________________________
 From: Lorraine <l_k_smith at msn.com>
>To: "aaslforum at ala.org" <aaslforum at ala.org> 
>Sent: Tuesday, May 29, 2012 5:33 PM
>Subject: [aaslforum] Re: Summer Reading in Champaign: An Easier and More 
>Effective Way
> 
>
>What is the more effective/efficient way? You said there were other ways but you 
>didn't give suggestions. I don't like AR or similar programs, but a program that 
>allows everyone to be successful and choose their own books works.
>
>
>  There are many kids who won't read if they are not given an incentive. Yes, 
>I've read Alfie Kohn's book and some of the articles listed. You have to first 
>get the kids into the library for them to find an interesting book. I have 
>always found that the students who already love reading will read NMW...but what 
>about those who have not? I haven't found a good alternative yet.  
>
>
>Lks 
>
>Lorraine Smith RN, CAP, LMT, MEd, MLS
>sent from my iPad
>
>On May 29, 2012, at 1:51 PM, Stephen Krashen <skrashen at yahoo.com> wrote:
>
>
>Sent to the News-Gazette (Champaign, IL), May 29, 2012
>>
>>
>>
>>The summer reading programs in Champaign for high school students have a worthy 
>>and sensible goal: Increase interest in recreational reading.  This goal, 
>>however, can be achieved far more efficiently. 
>>
>>The new program described by the News-Gazette (“Champaign high schools now 
>>require summer reading,” May 28) requires high school students to select among a 
>>small set of books on a given theme and read one over the summer. (Students can 
>>read a book not on the list, but it must be related to the assigned theme.) 
>>Research consistently shows that self-selected reading of books of genuine 
>>interest is much more effective in  stimulating literacy development than 
>>assigned reading. 
>>
>>The program requires written responses to questions  about the book when 
>>students return in the summer. Research consistently shows that writing 
>>summaries and book reports does not increase literacy development and can turn 
>>students off to reading.
>>Another summer program in the Champaign area, the Teen Summer Reading program, 
>>awards prizes for reading. Research consistently shows that rewarding people for 
>>activities that are inherently pleasurable can result in less interest in doing 
>>the activity. Rewards send the message that the activity is not pleasurable and 
>>nobody would do it without a bribe.
>>There is an easier and more effective way. Research also consistently shows that 
>>when interesting books are available, teenagers do indeed read them, as 
>>demonstrated by the success of  Harry Potter, Twilight, and Hunger Games. This 
>>means that we need to make a greater investment in public libraries, often the 
>>only source of books during the summer for those living in poverty, with the 
>>goal of  providing students with a wide choice of books to read, with no written 
>>reports required. 
>>
>>With the increase in poverty in East Central Illinois over the last decade 
>>(“Changes in poverty and how schools are affected,” News-Gazette, January 15, 
>>2012), well supported libraries are of more importance than ever. 
>>
>>Stephen Krashen
>>Professor Emeritus
>>University of Southern California
>>
>>Original article: 
>>http://www.news-gazette.com/news/education/2012-05-28/champaign-high-schools-now-require-summer-reading.html
>>
>>
>>Some sources:
>>Self-selected reading is more effective: Krashen, S. 2004. The Power of Reading. 
>>Heinemann Publishing Company and Libraries Unlimited; Lee, S.Y. 2007. 
>>Revelations from three consecutive studies on extensive reading. RELC Journal 38 
>>no. 2, 150–70. For a  report of a successful summer reading program based on 
>>self-selected, see: Shin, F. and Krashen, S. 2007. Summer Reading: Program and 
>>Evidence. New York:  Allyn and Bacon.
>>Writing summaries and book reports; Krashen, S. 2004. The Power of Reading. 
>>Heinemann Publishing Company and Libraries Unlimited; Mason, B. 2004. The effect 
>>of adding supplementary writing to an extensive reading program. International 
>>Journal of Foreign Language Teaching 1 (1): 2-16; Smith, K. 2006. A comparison 
>>of “pure” extensive reading with intensive reading and extensive reading with 
>>supplementary activities. International Journal of Foreign Language Teaching 2 
>>(2): 12-15.
>>Prizes for reading: Kohn, A. 1997. Punished by Rewards.  Boston: Houghton 
>>Mifflin.  McQuillan, J. 1997.  The effects of incentives on reading, Reading 
>>Research and Instruction 36: 111-25.Krashen, S. 2003. The (lack of) experimental 
>>evidence supporting the use of accelerated reader. Journal of Children’s 
>>Literature 29 (2): 9, 16-30.
>>Tennagers do read them: Krashen, S. 2001. Do teenagers like to read? Yes! 
>>Reading Today 18(5):  16.  Krashen, S. 2011. Why we should stop scolding 
>>teenagers and their schools: Frequency of leisure reading.  Language Magazine 
>>11(4): 18-21.
>>Library the only source of books: Neuman, S. and Celano, D. 2001. Access to 
>>print in low-income and middle-income communities. Reading Research Quarterly 36 
>>(1): 8-26. Krashen, S. Power of Reading. 
>>
>
>




Connie Williams
NBCTeacher Librarian
School Library Advocate
CSLA 2.0 Team

chwms at mac.com

Tired out from all that tweeting? You must be zobbled!

"They always say that time changes things, but you actually have to change them 
yourself." Andy Warhol
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