Create better readers pp


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Presentation for the Indiana Conference on Learning, January 2010, Indianapolis, In

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Create better readers pp

  1. 1. Create Better Readers without spending a dime! Donna M. Smith Indianapolis Public Schools
  2. 2. The Power of Literacy <ul><li>“ The young people of today will need to demonstrate a higher level of literacy because they are inundated with information and data. </li></ul><ul><li>They must be able to discriminate, judge, analyze and evaluate information. If we successfully educate them to function at the powerful literacy level their futures truly will have impossible limits for success. </li></ul><ul><li>--Dr. Eugene White </li></ul>
  3. 3. The preschoolers who had heard more words, and subsequently learned more words orally, were better readers. <ul><li>In the four years prior to kindergarten— </li></ul><ul><li>A child in a professional family accumulates experience with almost 45 million words </li></ul><ul><li>A child in a working-class family – 26 million words </li></ul><ul><li>A child in a welfare family – 13 million words </li></ul><ul><li>Linda Bevilacqua </li></ul><ul><li>Core Knowledge </li></ul><ul><li>Foundation </li></ul>
  4. 4. Create a love for books! <ul><li>Book fairs during parent events </li></ul><ul><li>Donated books for all children to take home </li></ul><ul><li>All students should take library books home </li></ul><ul><li>Participate in all community reading programs </li></ul><ul><li>Bingo for Books, Bilingual Bingo for Books </li></ul>
  5. 5. Free Reading Reading for Pleasure <ul><li>Research has shown that children who don’t read for pleasure have an extremely tough time developing the language and literacy competencies necessary to succeed in today’s world. </li></ul><ul><li>---Krashen, Stephen, “Free </li></ul><ul><li>Reading”, School Library </li></ul><ul><li>Journal, Sept. 1, 2006 </li></ul>
  6. 6. Light Reading? <ul><li>Perhaps the most powerful way of encouraging children to read is to expose them to light reading, a kind of reading that schools pretend does not exist, and a kind of reading that many children, for economic or ideological reasons, are deprived of. I suspect that light reading is the way nearly all of us learned to read. </li></ul><ul><li>--Stephen Krashen </li></ul>
  7. 7. Technology makes reading “tight”! <ul><li>I Pods </li></ul><ul><li>Audio books </li></ul><ul><li>Smart phones </li></ul><ul><li>Interactive books and games </li></ul><ul><li>E books </li></ul><ul><li>LCD projectors </li></ul>
  8. 8. Surround students with text… <ul><li>Book clubs during lunch, after school, or during study hall </li></ul><ul><li>Teach nursery rhymes and poems during lunch </li></ul><ul><li>Create relationships with retailers and bookstores (Borders & Wal-Mart) </li></ul><ul><li>Older students as “reading buddies” during their recess </li></ul><ul><li>Community volunteers to read to students or listen to them read </li></ul>
  9. 9. <ul><li>Children who are read to at school or at home read more and show better literacy development. </li></ul><ul><li>--Lomax, 1976, Neuman, 1986, 1995 </li></ul><ul><li>Teachers should read to students daily </li></ul><ul><li>Train parents how to read to their children </li></ul><ul><li>Parent logs for minutes parents read to their children </li></ul><ul><li>Include reading or being read to as homework </li></ul>
  10. 10. Summer Reading <ul><li>Those who read more over the summer made significantly greater gains in reading comprehension. </li></ul><ul><li>--Kim 2003 </li></ul>
  11. 11. Second Language Acquisition <ul><li>“ Voluntary pleasure reading is also beneficial for second language acquisition, especially as the reader is free to choose reading material that is of interest and the proper level in order to be understood.” </li></ul><ul><li>---Krashen, Stephen D. 1981, </li></ul><ul><li>Principles and Practice in </li></ul><ul><li>Second Language Acquisition </li></ul>
  12. 12. The home print environment was about as strong a predictor as SES (social economic status)… <ul><li>“ The home print environment (number of books in the home) was a strong predictor of reading achievement, even when income, parental education, aspects of schooling, language used at home, and other aspects of the home environment were controlled. This was the case at age 10 and also at age 15.” </li></ul><ul><li>--Krashen, Stephen, “Protecting Students Against the Effects of Poverty: Libraries”, New England Reading Association Journal </li></ul>
  13. 13. Books at Home <ul><li>A print rich environment in the home is related to how much children read; children who read more have more books in the home. </li></ul><ul><li>--Morrow, 1983; Neuman 1986; Greaney & Hegarty 1987; Kim 2003 </li></ul>
  14. 14. Visit to a Public Library <ul><li>Second and third grade children who came from print-poor environments and who attended a school with a poor school library were taken to the public library monthly. Each child was allowed to take out ten books, which suddenly produced a substantial classroom library for use during sustained silent reading time and for reading at home. It was clear that the children enjoyed their visit; most reported reading more, that reading was easier, and that they wanted to return to the library. </li></ul><ul><li>--Ramos and Krashen, 1998 </li></ul>
  15. 15. Stephen Krashen Concludes… <ul><li>“ Reading is good for you. The research, however, supports a stronger conclusion: Reading is the only way, the only way we become good readers, develop a good writing style, an adequate vocabulary, advanced grammatical competence, and the only way we become good spellers.” </li></ul>
  16. 16. Bibliography <ul><li>Bevilacqua, Linda; President, Core Knowledge Foundation, </li></ul><ul><li>Krashen, Stephen; The Power of Reading , Libraries Unlimited, 2004. </li></ul><ul><li>White, Eugene, “The Power of Literacy”, The Indianapolis Star, June 29, 2008. </li></ul>