Literacy Now

We recently received the Albert J. Harris Award from the International Reading Association. The award is given for the published paper that most significantly advances the profession’s understanding of reading/learning disabilities. Our paper, “Addressing summer reading setback among economically disadvantaged elementary students,” was published in Reading Psychology in 2010. We review our study here, and in doing so assert that summer reading holds implications for mitigating the rich/poor reading achievement gap.

The rich/poor achievement gap is huge: The reading level of twelfth grade students from low-income families stands a full four years behind the levels of middle class students. Four years! The gap can be clearly observed in the National Assessment of Educational Progress (NAEP) reading achievement at fourth, eighth, and twelfth grades. Children from low-income families begin school already behind their more economically advantaged peers, but the gap just continues to widen with every additional year of schooling.

Various federal programs have provided schools with funding for programs that have tried to eliminate the rich/poor reading achievement gap. That is, in fact, the legislative intent of all of Title I programs in high-poverty schools. The most recent federal initiative under this Act was Reading First—an initiative that failed to have any effect on closing the rich/poor reading gap. Perhaps because of this failure, Congress has eliminated funding for the Reading First program.

In actuality, the federal funding made available to high-poverty schools is spent on so many different initiatives that asking whether the funds produce the intended outcomes seems largely forgotten today. But the truth is that the size of the rich/poor reading gap has remained the same since the 1980s. Whatever schools are using Title I dollars for—school-wide reform, commercial interventions, paraprofessional aides—that usage is not closing the rich/poor reading gap.

There is, though, one area that is central in creating the rich/poor reading achievement gap that almost no federal dollars address. Summer reading setback creates much of the rich/poor achievement gap. That is, children from low-income families reliably lose reading skills every summer while middle-class children actually gain a bit between June and September! The most recent research on this issue has been done by Karl Alexander and Doris Entwisle at Johns Hopkins University. By following a cohort of children who were tested twice each year from first through ninth grade they offer three major conclusions:

• Reading growth did not differ between the two groups (rich and poor children) during the school year.
• By ninth grade, however, the reading achievement gap was about three years wide (ninth vs. sixth grade).
• Most of the reading achievement gap at ninth grade was due to the differential effects of summer vacation on children from families with different levels of wealth.

A meta-analysis conducted by Harris Cooper and his colleagues further demonstrate that children from low-income families lost reading achievement during the summer while middle-class children increased their reading achievement. Overall, combining the summer reading loss of poor children and reading growth of middle-class children meant that the rich/poor reading achievement gap grew about three months wider every year. By sixth grade, poor children were two years behind—even though their learning during the school year had matched the achievement of middle-class children.

Some argue this suggests that schools serving children from low-income families should be open year round. Perhaps, but summer vacation is a longstanding tradition. Even were the funding available to support year-round schooling for all poor children (and not just the lowest-achieving poor children), one might expect that some (perhaps many or most) poor children would not attend school during the summers. Given the current state of the American economy it also seems unlikely that schools serving poor children will have the funds available to support year-round schooling.

Summer Books Study

Our study was stimulated by two factors: 1) Evidence that poor children have restricted access to books in their homes, schools, and communities and 2) because of that limited access poor children are less likely to read voluntarily out of school (during the summer months). Thus, we organized book fairs in each of 17 high-poverty schools during the spring. At the book fairs poor children could select up to 15 books for summer reading. Each book fair offered approximately 500 different books selected by us based on the children’s reading levels and interests.

We randomly selected almost 1,000 children enrolled in first or second grade to participate in the summer book fairs and also selected another group of students to serve as the control group (they did not attend the book fairs and did not receive books for summer reading). Our study, then, was premised on the research showing the power of individual choice of the book on the likelihood the child would read the book. It was also premised on the assumption that providing access to a number of self-selected books would lead to children actually reading the books during the summer and that summer voluntary reading would in turn impact summer reading setback.

Our study did not provide any instructional support. We simply distributed books to children from low-income families. Nonetheless, when we examined the outcomes after three consecutive summers we found that the children who had received summer books scored significantly higher on state reading achievement tests than the control children. The size of the effect on reading achievement equals that reported for attending summer school and exceeds the effect of adopting a national school-wide reform model! This at a cost of between $50 and $75 per child per year, a cost far below that of providing summer school or adopting school-wide reform model.

Since we completed the study we have heard from a number of folks who have adapted and extended our summer books program. In each case, though, improving the access of low-income children to books for summer reading has been the target. The long-term goal, of course, is narrowing the rich/poor reading achievement gap. The good news from these schools is that just improving access improves reading proficiency.

We are not surprised that improving access to books that kids want to read results in improved reading achievement. Development of every human proficiency requires practice, lots of practice. Children with no access to books are similar to hockey players with no access to ice. Without access to ice it is impossible to develop hockey players. Without access to books it is impossible to develop reading proficiency.

Just improving poor children’s access to books they can read and want to read may seem too simple an idea for improving reading achievement. But the evidence is clear. When children from low-income families are given the opportunity to select books for summer reading they will read those books during the summer months. Reading during the summer stems summer reading loss and effectively closes the rich/poor reading achievement gap that has lingered far too long.

Further Reading

Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2007). Lasting consequences of the summer learning gap. American Sociological Review, 72(2), 167-180.

Allington, R. L., & McGill-Franzen, A. (2013). Summer reading: Closing the rich/poor reading achievement gap. New York: Teachers College Press.

Allington, R. L., McGill-Franzen, A. M., Camilli, G., Williams, L., Graff, J., Zeig, J., Zmach, C. & Nowak, R. (2010). Addressing summer reading setback among economically disadvantaged elementary students. Reading Psychology, 31(5), 411-427.

Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. (1996). The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of Educational Research, 66(3), 227-268.

Guthrie, J. T., & Humenick, N. M. (2004). Motivating students to read: Evidence for classroom practices that increase motivation and achievement. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research. (pp. 329-354). Baltimore: Paul Brookes Publishing.

Neuman, S. B., & Celano, D. C. (2012). Giving our children a fighting chance: Poverty, illitracy, and the development of information capital. New York: Teachers College Press.

White, T. G., & Kim, J. S. (2008). Teacher and parent scaffolding of voluntary summer reading. Reading Teacher, 62(2), 116-125.

Come see Richard L. Allington and Anne McGill-Franzen at IRA 2013, where they’ll be presenting “Summers and the Rich/Poor Reading Achievement Gap.” Richard will also be appearing as part of the Teaching Edge series with “What the Research Says About Teaching So That All Children Are Reading on Grade Level.” You can see what other sessions with which he and Anne are involved by searching the iPlanner.

Richard L. Allington is a professor of literacy studies at the University of Tennessee and past president of the National Reading Conference and the International Reading Association. His books include NO QUICK FIX: THE RTI EDITION.

Anne McGill-Franzen is professor and director of the Reading Center at the University of Tennessee. Both authors are recipients of the International Reading Association Albert J. Harris Award for research on reading and learning disabilities.



Summer Reading: Closing the Rich/Poor Reading Achievement Gap

Teaching Tips: What Should Be Common in the Common Core State Standards?

Spring is only days away and thoughts turn to new growth and looking for the green signs of the new season. This week’s column from the International Reading Association's Children’s Literature and Reading Special Interest Group presents books on the environment and “green” issues in children’s and YA books. Many of these titles will provide ideas for Earth Day next month on April 22 or for literature-related STEM activities. From looking at animal conservation to recycling and trash, this list of books will help classrooms and libraries build an awareness of our earth and how to preserve it.

Check out ReadWriteThink for the lesson idea "Persuasive Essays: Environmental Issues" (Grades 6-8) or a K-3 lesson called “Protecting Our Precious Planet: Sharing the Message of Earth Day.”

From IRA’s Engage blog, read Jill Robinson’s animal welfare story about “Jasper’s Story.” Another resource from Engage is Jennifer Altieri’s article on “Where’s the L in STEM?”

2013 Green Earth Book Award Winners

• Picture Book: The Family Tree, written and illustrated by David McPhail, published by Henry Holt and Co.
• Children’s Fiction: One White Dolphin, by Gill Lewis, published by Simon & Schuster/Atheneum Books for Young Readers
• Children’s Nonfiction: Citizen Scientists: Be a Part of Scientific Discovery from Your Own Backyard, by Loree  Griffin Burns and photographed by Ellen Harasimowicz, published by Henry Holt and Co.
• Young Adult Fiction: Endangered, by Eliot Schrefer, published by Scholastic
• Young Adult Nonfiction: Moonbird:  A Year on the Wind with the Great Survivor B95, by Phillip Hoose, published by Farrar, Straus and Giroux

 

GRADES K-3

Bently, Peter. (2013).  National Geographic Wild tales: Look out, cub! A lift-the-flap story about lions. Washington, DC: National Geographic.

Like most youngsters, this adorable but determined lion cub persists in getting what he wants—some attention. All the curious cub wants is someone to play with, and he won’t stop until someone does exactly that. He tugs, pulls, and flops around, but no one seems to have time for him. When all his efforts are for naught, he entertains himself, and ends up getting in trouble. Young readers will love turning the pages to see what mischief this cub will cause next, and they'll also lifting and pulling the book’s flaps to reveal more about his adventures. It’s safe to say that he’s had more than a lion’s share of them.

- Barbara A. Ward, Washington State University Pullman

 

Cella, Clara. (2013). Earth Day. Mankato, MN: Capstone Press.

Written for our earliest readers, this celebration of Earth Day explains the concept of taking care of the earth. Using full page photographs opposite the page of text, the history of Earth Day is explained with simple facts highlighting people like Denis Hayes and Gaylord Nelson who worked to establish this special day of awareness for the earth. The concluding pages offer actual suggestions for youngsters as to what they can do every day to help conserve and become more involved in environmental awareness. Suggestions to start a recycling program at home are offered at the end of the book. (p.22)

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Dudley, Rebecca. (2013). Hank finds an egg. White Plains, NY: Peter Pauper Press.

Debut author/illustrator Rebecca Dudley has created an unusual but beautiful wordless picture book about a true act of kindness. Dudley has created collage scenes with ferns, cutout leaves and branches to give the feeling of a forest floor. She has photographed these collages after she placed the main character, a small bear-like forest creature in the center. As Hank is walking through the forest he finds an egg on the forest floor. Looking up, he realizes it has fallen from the nest above. Hank makes several attempts trying to return the egg, first rolling a tree stump under the tree and then building a ladder of twigs, but he just can’t get high enough to return the egg. As the sun sets, Hank is still pondering how to return the egg. He builds a small fire and then crawls into his bed made of leaves, taking the egg with him to keep it warm through the night. The next morning he returns to the nest with a new idea. The mother hummingbird is watching as Hank rolls the egg in moss and carefully ties it with grass and places it on the mother’s beak. She returns it to the nest and the next panel shows the eggs beginning to crack and then hatch. In a very short time, three baby hummingbirds take flight as Hank watches them with great satisfaction on a job well done.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Hoena, Blake A. (2013). If an egg hatches … and other animal predictions. Mankato, MN: Capstone Press.

Teachers looking for books with ways to introduce the concept of predicting what lies ahead in a story will find this a useful mentor text to think about that reading concept. Starting with the question, “When an egg hatches, what kind of animal might you find?” (p.3), the following page answers the question with several kinds of animal answers including birds, chicks, reptiles like snakes, turtles, insects, and amphibians. This question pattern continues through the book to predict the color of a desert chameleon, what a dolphin does when it needs air, what geese do when their Canadian rivers and lakes freeze over, what kind of feet otters have, how a mouse keeps its teeth trimmed, how a jellyfish moves, what happens when snow turns the tundra white, and more questions and predictions about animals. The question and answer format will make this an enjoyable read aloud.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Katz, Susan. (2012). My Mama Earth. Illus. by Melissa Launay. Cambridge, MA: Barefoot Books.

In rhymed couplets against gouache double-page background illustrations, the author has created a journey for a small child to view the earth in a visually artistic way. This poetic writing uses both Mother Nature and the young child’s mother to present the world, the earth, in an endearing style. The story opens as “My mama wakes the eastern sun/ And weaves her magic till day’s done.” (p.2) From there the oceans, birds, seeds, animals, trees, and back to the sun setting and the stars coming out take the young child around the world to enjoy the beauty of the world until he/she is safely back in the arms of his own mother.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Lawler, Janet. (2013). Ocean counting. Illus. by Brian Skerry. Washington, DC: National Geographic Books.

An enticing blend of science and math, this counting book encourages young readers to count the number of creatures visible in each double-page spread. Because the pages are filled with luminous photographs of sea life, readers won’t grow easily bored with it and will enjoy counting the inhabitants of the sea repeatedly. Not only does the title provide counting practice, but it also features engaging descriptive text and interesting facts about the one green sea turtle, the two harp seals, and the nine hammerhead sharks, and other sea life in a "Did You Know?" section at the bottom of the appropriate page. Additionally, after readers have reached the number ten, there is a page containing images of all the animals next to each number, one to ten, and then from ten to one on the facing page, allowing readers to count in reverse order. Back matter also includes brief animal facts about all ten species and a map from which even more counting activities can ensue. This is a worthy addition to any classroom library. Also see Janet Lawler's "Beyond the Notebook: Sparking Ideas for Student Stories" on the Engage blog.

- Barbara A. Ward, Washington State University Pullman

 

Lepetit, Angie. (2013). Three cheers for trees! A book about our carbon footprint. Mankato, MN: Capstone Press.

From the Earth Matters series, opening pages of this book show footprints in the sand on a beach providing the analogy to begin a discussion of what a carbon footprint is for young readers. The working definition on page 4 says, “A carbon footprint measures how much you change Earth by using its fossil fuel energy.” It goes on to explain fossil fuels and how humans are using up these energy supplies and they will be gone forever. Beautiful photographs continue the message in this book suggesting ways to conserve and reuse/recycle all kinds of things. Riding a bike instead of using pollution-producing transportation, eating less meat and growing your own vegetables and ending with information about shade and oxygen producing trees are just a few of the suggestions for young citizens. An activity for reusing a glass bottle provided at the end of the book could become a class project. A glossary, suggested reading, Internet sites and an index are included at the end.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Manushkin, Fran. (2013). Katie saves the earth. Illus. by Tammie Lyon. North Mankato, MN: Picture Window Books.

Katie Woo’s teacher, Miss Winkle, asks the class “How can we keep the earth green?” (p.5), as they prepare for Earth Day. As the class brainstorms ideas, both good and bad, about what to do for Earth Day, Katie comments she would like to do something really great. Her idea is to have a yard sale and ask for donations from her classmates and friends to bring items for people to reuse. Katie contributes some of her toys and stuffed animals, JoJo brings a teapot and a broken lamp, and Pedro donates his old jeans and some books he had read. As neighborhood customers and Miss Winkle visit the yard sale, Katie observes how people plan to reuse the items in the yard sale. An appropriate first book for independent young readers to think about how “one man’s junk can be another man’s treasure.”

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Middleton, Julie. (2013). Are the dinosaurs dead, Dad? Illus. by Russell Ayto. Atlanta: Peachtree Publishers.

Dave’s father is eager to show off his knowledge about dinosaurs as he and Dave wander through a dinosaur exhibit. While his father points out various features of the dinosaurs on display, Dave keeps seeking reassurance that the prehistoric creatures are, indeed, no longer living. In vividly authentic exchanges between parent and child, Dave repeatedly asks the same questions about the dinosaurs, and his father casually reassures him, paying no mind to his concerns. But as it turns out, like many other parents, Dave's father should have listened to his son. It's never a good idea to ignore a child because sometimes that child has very important information to impart. Readers will enjoy watching what happens to Dad's hat throughout the story and noting the differences between the text and the illustrations, formed with pen and ink, watercolor, pencil crayon, and collage. Teachers might want to pair this one with Toni Buzzeo’s One Cool Friend (Dial, 2012).

- Barbara A. Ward, Washington State University Pullman

 

Oxlade, Chris. (2013). Garbage and recycling. Chicago: Heinemann Library/Capstone Press.

From the series, How Does My Home Work, in simple text and sharp photographs the concepts of what is garbage and what can we do with it is discussed. Garbage is actually defined for young readers in the opening pages and information about the problems that have been created around the world by not disposing of it properly continues the explanation. The design of the book takes a question and answer double-page spread format. Boldface vocabulary words relating to garbage will make word collecting on this theme an easy task. Recycling takes over as the main focus of the latter half of the book with explanations, charts and diagrams and concludes with a task that asks readers “How much garbage does your family recycle in a week?” (p.22) It goes on to ask that readers tally each time they put an object into their recycling bins. Moving beyond just laying out basic facts, this book goes one step further to get readers actively involved in environmental awareness within their own homes.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Porter, Esther. (2013). What’s sprouting in my trash?: A book about composting. Mankato, MN: Capstone Press.

Part of the Earth Matters series, this simple introductory text provides basic information about composting and how it can be a great way to “grow” soil for plants or gardens. Readers learn how to start a compost pile, including what materials to use and what not to include—meat—unless they want to invite animals to forage for food in the compost. The book also contains a simple demonstration that allows readers to create their own small compost pile in a jar, and then use the resulting soil for a plant. This easy-to-do activity offers them a small-scale example of how composting works and might provide support for trying it on a larger scale. The text is complemented with large, colorful photographs. Having explicit directions about how to take a simple action that will keep the Earth green and growing is exactly what young readers need if they are going to change their habits.

- Barbara A. Ward, Washington State University Pullman

 

Stewart, Melissa. (2013). A place for turtles. Illus. by Higgins Bond. Atlanta: Peachtree Publishers.

The world is filled with wonderful natural delights, some of which rarely cross the minds of humans. The Earth is not intended simply for humans but for small creatures as well. Filled with acrylic illustrations that almost fool readers into thinking they are out on a nature hike, this title lists many reasons to save a spot in our world for turtles. As the engaging, informative text and illustrations highlight different types of turtles, information is provided about the problems caused by the intrusion of humans or the introduction of non-native plants and species to the turtles' habitat. Adding to reader’s enjoyment of this wonderful book is the author's constant insistence about how humans can help the turtles by creating new wetlands, no longer using plastic shopping bags, refusing to collect reptiles, or keeping their dogs on leashes. She even describes several reasons why turtles are an important part of the ecosystem. This is a worthy addition to the other titles in the "A Place for..." series. After exploring this title, readers will certainly want to insure that turtles have safe places to live and grow.

- Barbara A. Ward, Washington State University Pullman

 

GRADES 4-6

 

Burchett, J. and S. Vogler. (2012). Poacher panic. Illus. by Diane Le Feyer. North Mankato, MN: Stone Arch Books/Capstone Publisher.

Book #1 in the Wild Rescue series, Ben and Zoe Woodward are not happy when their parents leave for Africa to put their veterinary skills to good use on an adventure without their kids. However, while they are gone, their uncle, Dr. Stephen Fisher, a noted zoologist, convinces Ben and Zoe he needs their help with his secret organization WILD to assist with a problem that deals with endangered animals. Very quickly, they are heading to Sumatra to help Dr. Fisher rescue a tiger and two cubs that are in danger from poachers. Dr. Fisher is sure that by traveling with kids, no one will be the wiser that they are all working together in WILD. Dr. Fisher has some rather ingenious devices and inventions of his own creation to assist with their adventure handling wild animals and unscrupulous villains. Seven more titles in the series allow for more globe-trotting adventures that include other environmental issues involving oceans, earthquakes, avalanches, deserts,
rainforests and safaris.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Lewis, Gill. (2012). One white dolphin. Illus. by Raquel Aparicio. New York: Atheneum Books for Young Readers.

Growing up often means learning to accept unpleasant truths and taking risks. While Kara Wood waits for her long-missing scientist mother to return home, she faces bullying from Jake, son of Dougie Evans, an influential fisherman in her small seaside town. Disappointed in her father, she spends a lot of time running, running in anger, running to escape reality, and running so she doesn't have to face the consequences of her actions. Surprisingly, she and new boy Felix bond over his new love for sailing and their determination to save Angel, a young white dolphin that has been trapped in nets and washed to shore. They also work together to try to save the town's reef. As Kara finds her own voice, she gains the confidence to confront her demons while embracing the good things around her. When Dougie realizes what he has almost lost but has regained, thanks to Kara, he changes his attitude about depleting the area’s abundant resources. Readers are sure to enjoy the eco-friendly theme woven around familiar familial concerns.

- Barbara A. Ward, Washington State University Pullman

 

Parker, Victoria. (2013). Saving the environment. Chicago: Heinemann Library/Capstone Publishers.

From the Kids Making a Difference series, this book opens posing the question, "Why save the environment?” (p.4) Full of text features like quotations in colorful text boxes, charts, diagrams, bulleted lists, photographs, factoid boxes and informational text, author Victoria Parker has written a comprehensive look at environmental issues around the globe and what people, especially kids, are doing to aid in saving the earth. Felix Finkbeiner and his worldwide efforts to save trees and forests and Bindi Irwin, daughter of Steve Irwin Crocodile Hunter, and her promotion of wildlife efforts are special features. The story of 14-year-old Tom Youngman from Bath, England, and his work with Green Vision are explained. From Indonesia, Adeline Suwana learned about the helpful effects of Mangrove trees for her flooded home region or 10-year-old Alexander Zerphy from Annapolis, Maryland who is trying to protect the young horseshow crabs on the East Coast of the U.S. Other young people and their environmental protection efforts are mentioned in the book which concludes with a map entitled “Making a Difference” (p.42-43) that pinpoints the world-wide locations and work of these kids and ends with ideas that kids everywhere can put into practice to make a better world.
Teachers will appreciate the tips for using the text features given on the Contents page guiding students to look for the special boxed information inserted throughout the book.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

GRADES 7-12

 

Senker, Cath. (2013). A teen guide to being eco in your community. Chicago: Heinemann Educational Books.

Filled with suggestions about how teenagers can become green-friendly and help the environment, this book is sure to inspire changes in individual actions, possibly motivating those individuals to push for larger systemic changes. The author’s suggestions about how to become an eco-warrior through simple but effective steps are sound and easy to incorporate. For instance, she reminds readers to reuse materials, buy clothing made from recyclable materials, and switch to compact fluorescent light bulbs. Since the book contains short quotes from teens that are already making a difference in their schools and community, anyone contemplating starting an eco-project can find inspiration and directions here. On a smaller scale, the book even offers instructions for building a birdhouse and planting gardens and trees.

- Barbara A. Ward, Washington State University Pullman

 

Solway, Andrew. (2012). The impact of environmentalism: Transportation. Chicago: Heinemann.

Not only does this book contain many familiar facts about global warming and the depletion of fossil fuel, but it also examines the effects the green movement is having on transportation. The author describes traffic jams and subsequent polluted air, and then discusses the environment became a hot topic. Interestingly, it wasn't the green movement that forced a reconsideration of humans’ dependence on cars and fossil fuels, but an oil crisis back in the 1970s. While providing examples of how different types of cars are being designed that can rely on alternative types of fuels, the author makes it clear that electric or hybrid cars aren't the sole answer either since cars that depend on batteries also need to be charged frequently. The inclusion of two cities that have tried to address transportation problems, Curitiba, Brazil, and Boston, Massachusetts, provide different approaches, one successful, and the other a failure. There are several questions to ponder as one reads this book since the solutions to the world's population and transportation problems are not as clear as might be expected.

- Barbara A. Ward, Washington State University Pullman

 

Tanaka, Shelly. (2012). Nobody knows. Toronto, ON: Groundwood Books.

Written in a minimalist style that requires readers to read between the lines, this story describes how four siblings manage to survive after eventually being abandoned by their mother in an apartment in Tokyo. Readers realize there is something wrong as the two youngest children are smuggled into the apartment in suitcases so the landlord won't know about them. Appearance seems to be everything to this woman, who buys expensive presents for her four children, but then expects them to fend for themselves for long periods, leaving only a note and money when she takes off. The children aren't allowed to attend school, and they stick to her rules about being quiet and unseen for as long as they possibly can. But Akira is, after all, only twelve, and he finds the responsibility of taking care of his siblings and paying the bills challenging, especially when there is no more money in the bank account. In many respects, this book prods at readers’ social conscience, reminding them to pay attention to others similar to the Fukushimas, the ones that nobody seems to notice. While some passages in the book evoke pity and empathy and tear at the heart's strings, others prompt amazement at the resiliency of humans and the daily acts that spell survival for a family. Somehow, Akira finds a way to endure, relying on donations of day-old sushi, and even in the midst of the worst possible tragedy, his younger brother Shige finds reason for hope in the smallest piece of luck. This moving story will leave readers reconsidering their own actions, the thoughtlessness of others, and what lies ahead for these children.

- Barbara A. Ward, Washington State University Pullman

 

These reviews are submitted by members of the International Reading Association's Children's Literature and Reading Special Interest Group (CL/R SIG) and are published weekly on Reading Today Online. The International Reading Association partners with the National Council of Teachers of English and Verizon Thinkfinity to produce ReadWriteThink.org, a website devoted to providing literacy instruction and interactive resources for grades K–12.

 

Alexis and Jayla came flying down the hall with concerned looks on their faces and tears in their eyes. The first thought that entered my mind was, “I am way too tired to deal with drama at 8:30 AM on a Monday morning,” but I put on my best teacher smile and said, “Girls, what’s wrong? You two look so sad.”

They looked at each other. They looked at me. They looked at each other. Finally, Jayla admitted, “Mr. Sharp, we have something very, very bad to tell you. You might want to sit down.” Alexis nodded and we headed into the classroom and sat down together at our round table.

Before we get into what they said, let me share with you a little bit about my classroom.

If you walk into my classroom on any given day you will see my fourth graders spread out all over the room reading a variety of wonderful books. You will probably see a couple of girls sitting under a table laughing their way through Andy Griffith’s A BIG FAT COW THAT WENT KAPOW. If you look on the carpet you might see a horde of graphic novel readers tuning out the rest of us as they lose themselves in the worlds of BABYMOUSE, BONE, ZITA THE SPACEGIRL, and SMILE. Keep your eyes open because I have a couple of students this year that pace while they read. We clear a path for them, mostly because we don’t want them to run into us as they devour R.J. Palacio’s WONDER or Katherine Applegate’s THE ONE AND ONLY IVAN.

I describe what my classroom looks like during reading because I want to share how celebrating all texts has created readers in my classroom that not only love books but also love and care deeply about the art of reading. I encourage my students to read a variety of genres: informational, fantasy, realistic fiction, historical fiction, poetry, etc. Students read middle grade novels, picture books, graphic novels, magazines and websites. We don’t discriminate.

Does that mean I’m happy if a fourth grader only reads graphic novels all year? No. However, I’m also not satisfied if a student reads nothing but historical fiction. I have the same conversation with the graphic novel reader as I do with the historical fiction reader. We sit down and talk about how cool it is they found a type of book they love to read, and we discuss the benefits of mixing a few different types of books into their to-read pile.

Sitting at our round table, I looked at my frazzled students and grew increasingly worried. As I listened, I found the situation much worse than I had anticipated.

Alexis and Jayla were at the local bookstore after school on Friday to purchase books for birthday presents. While they were there, they saw a very excited young girl pick up Kazu Kibuishi’s graphic novel, AMULET. They overheard the girl explain to her mom how excited she was to finally find a copy of AMULET, and she desperately wanted to buy it. The mom took the book, flipped through the pages and then threw the book onto the floor. My students choked up as they explained to me that the mom then told her daughter that comics are for babies. They described the girl’s expression as sad and embarrassed.

When they were done, the tears that were welling up in their eyes slid down their cheeks. I talked to them about how the situation made them feel and together we tried to see the mother’s side of the story.

You see, Alexis and Jayla reminded me of the importance in giving students the freedom to choose what they read. I certainly don’t believe teachers would go so far as to throw the books kids are reading on the floor, but I do believe that, as teachers, we don’t always necessarily value the choices our students are making.

It is of vital importance, however, that we do. I hope that by hearing their story, all teachers pause to ask themselves if they are doing everything in their power to help students find a series, an author, or a type of book that they will love. Because by celebrating our students’ unique tastes in books—whether it is historical fiction, fantasy, or graphic novels—we can encourage and cultivate their genuine love of reading.

Come see Colby Sharp at IRA 2013, where he’ll be moderating “The Serious Business of Writing Humor: The Importance of Funny Fiction in the Classroom” on Saturday, April 20, 2013. The panel includes authors Michael Buckley, Andy Griffiths, Laurie Keller, and Devin Scillian.

Colby Sharp is a fourth grade teacher at Minges Brook Elementary in Battle Creek, Michigan. He blogs at http://sharpread.wordpress.com/ and he helps run the Nerdy Book Club Blog. He co-hosts Twitter chats #titletalk and the #SharpSchu Book Club. He can be found on Twitter at @colbysharp.



5 Questions With... Michael Buckley (The Sisters Grimm and NERDS series)

Putting Books to Work: Rick Riordan's Percy Jackson & the Olympians Series

by Vicky Zygouris-Coe

Can e-readers reframe student learning? Although I don’t have a definitive answer to this question, I would at least like to say that they have the potential to do so. I believe three key factors that influence the potential of e-readers include: 1) having an understanding of e-readers and instruction using Mishra & Koehler’s technological pedagogical content knowledge (TPCK) framework; 2) having knowledge about how children and adolescents learn in a highly networked world, and 3) using ebooks as an important part of a curriculum that values 21st century learning. With these conditions, exciting things can happen using e-readers.

E-readers are used extensively in many school districts around the nation for many purposes, ranging from motivation to supporting students with disabilities. E-readers are practical, mobile, portable, and some are highly interactive. E-readers’ built-in features (e.g., text-to-speech, speech-to-text, magnification) provide support to all learners, and especially to students with disabilities. Students can use e-readers to read books of their choice, read classroom e-books, conduct research, access primary and secondary sources, listen to books online, use dictionaries, and access and construct all kinds of information. E-readers can support and extent reading and learning, and can be used to exchange and present information, and collaborate with others on problem solving.

Literacy is a personal, relational, and social process. I like to think of literacy as an apprenticeship; this perspective implies that the role of the teacher is one of a facilitator and the role of the student one of a mentee. In that context, some questions I consider when thinking about the potential of e-readers with students include the following:

• How can I use e-readers to support students’ interests and learning goals?
• How can I design my instruction to facilitate critical thinking skills that enable students to read, comprehend, analyze, evaluate, synthesize, create, and share new information?
• Am I using e-readers in my classroom to gradually shift the control of learning to the student?
• How can I promote readers’ self-awareness and comprehension monitoring when reading text on an e-reader?
• Do I model how students use e-readers to read and comprehend literary and informational text? 
• Do I teach my students how to text-code using e-reader features, make and exchange notes about a book and/or project, and critically analyze text?
• How would I use technology to teach students how to use e-reader features to “fix” meaning when it fails? 
• How might e-readers be used in my classroom to promote student-student collaboration (peer reading and writing, literature circles), exchange of information with others, and collaborative development of projects, reports, and ideas?

Although we should continue to learn, use, and incorporate more technology into our classrooms, let’s move it from the periphery to the center of learning in the 21st century classroom. By offering students systematic instruction and support in using e-readers for personal and collaborative learning purposes, we will also be fostering their motivation to learn and go after their own questions, goals, and interests. E-readers have the potential to make the reading and learning process interactive, motivating, and meaningful. However, simply adopting e-readers is not a guarantee for increased independent reading and improvement of the reading process. Success with e-readers depends on our ability to find ways to use them in the classroom to support, extend, and reframe student learning.

References

Mishra, P. & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054

Vicky Zygouris-Coe is an associate professor in Reading Education at the University of Central Florida, School of Teaching, Learning, and Leadership, Vassiliki.Zygouris-Coe@ucf.edu.

This article is part of a series from the International Reading Association Technology in Literacy Education Special Interest Group (TILE-SIG).

 

 

I admit to having mixed feelings about being on the panel for The Future’s So Dark: Why Readers Can’t Get Enough of Dystopian Fiction, to be held Sunday, April 21 at 2 PM at the IRA conference in San Antonio.

Mostly, of course, my feelings are positive. I’m thrilled to be a part of the IRA conference, if for no other reason than to impress my friend Cynthia, a retired reading teacher (she doesn’t impress easily). And I’ve always had a great time in Texas, San Antonio in particular.

Also, while it’s true I don’t particularly care for the sound of my voice, I do love the words that come out of my mouth. Pfeffers are an argumentative bunch, and we have a strong belief in the wisdom of our proclamations. We’re not fussy either. We’re as likely to proclaim, “That mango isn’t ripe,” as we are, “The world is round.” I don’t think there’s a topic a Pfeffer is unwilling to proclaim about.

But there’s always a risk on a panel that the other panelists, even if they’re not Pfeffers, like to proclaim also. Proclaiming, in my opinion, should not be a competitive event. One proclaimer per panel is more than sufficient, as long as that one is me.

There’s another, equally serious, problem (Pfeffers love to proclaim about their problems). I suffer from what I call The Hostess Syndrome.

This little-known syndrome afflicts those of us who feel we’re the hostess at any event we happen to take part of. It makes sense to feel like a hostess if you are a hostess (or a host for that matter). You want your guests to relax, enjoy themselves, eat those pricey little fruit tarts you bought way too many of.

But I feel like a hostess even if I’m not hosting. Let’s say I go to the movies with friends. Not only do I want them to have unimpeded views of the screen and to enjoy the movie, I feel like it’s my obligation to make sure they do, and my personal failure if they don’t. I scout for those rows with no one ahead of us, and if the movie stinks, I come up brilliant witticisms to proclaim once the credits cease rolling. Sometimes I even take notes, so I won’t forget those brilliant witticisms, which will magically transform a mediocre movie going experience into a long cherished memory.

I am very ambitious in my hostessing.

When you’re on a panel, you shouldn’t be worrying if the other panelists are having a good time. You should be focusing on your proclamations, and maybe, if you’re in an unusually generous mood, on what the other panelists happen to be proclaiming. It’s not your responsibility to make sure they have enough ice water in their glasses, or that someone in the third row is given a cough drop if she happens to clear her throat loudly enough for you to notice.

And yet I feel as though it is my responsibility. I check the ice water levels. I carry boxes of cough drops with me. I’d supply everyone those pricey little fruit tarts if they weren’t such a nuisance to get through airport security. Even when I’m just one small part of a panel, I feel like the hostess.

The solution to all these problems is obvious. I’ll pick the panelists for this and any other panel I might ever grace with proclamations and hostessing needs in mind.

My first choice is Thomas Chatterton.

It’s a good idea to have a teenager on the panel, since they’re the people I write for. And Thomas doesn’t look like he needs much tending to.

Next on the panel is Emily Brontë. That’s her sister Anne standing next to her, but she’s not invited. There’s only so much room on a panel.

Emily was notoriously reclusive, which makes her pretty darn beau ideal for my panel. Reclusive people take care of their own ice water, and don’t tend to proclaim to excess. Sitting between them is Sigmund Freud.

Ordinarily, bearded psychoanalysts with Viennese accents intimidate me. But what with Thomas already on the couch, and Emily so enchantingly repressed, Dr. Freud will be far too busy to look for the hidden meaning of my unripe mangos.

Now all I need is a moderator and it’s clear sailing. I want one willing to check the ice water levels in the drinking glasses and to toss a cough drop or two to audience members as needed.

So for the moderator, I select Virgil.

Virgil has plenty of hosting experience, since he guided Dante through both Hell and Purgatory in THE DIVINE COMEDY. And it’s about time I got some use out of those four years of high school Latin. Just wait until I proclaim, “Arma virumque cano,” in his vicinity.

Oh dear. I just got a phone call from the TSA. It turns out my chosen panel consists of dead people (well, I knew that) and dead people are even harder to get through airport security than those pricey little fruit tarts.

It’s a good thing the panel for The Future Is So Dark: Why Readers Can’t Get Enough of Dystopian Fiction will have Mary Cotillo as moderator and Marie Lu and Rick Yancey as panelists. Their proclamations will be well worth listening to, and rumor has it they’re willing to share their cough drops!

Come see Susan Beth Pfeffer on the author panel The Future’s So Dark: Why Readers Can’t Get Enough of Dystopian Fiction, at IRA’s 58th Annual Convention, from 2PM to 3PM on Sunday, April 21, 2013. She will be joined by fellow authors Marie Lu and Rick Yancey.

Until Susan Beth Pfeffer's New York Times bestselling novel LIFE AS WE KNEW IT was nominated for the Andre Norton Award, she had no idea it was science fiction. Even with three other books in the series—THE DEAD AND THE GONE, THIS WORLD WE LIVE IN, and the upcoming THE SHADE OF THE MOON—she is still uncertain how to pronounce "dystopian."



Beyond the Notebook: Writing a la Poe

IRA 58th Annual Convention in San Antonio, TX