New glossary
1. Lifelong Reader
Long before your child is old enough to begin school, she is acquiring the skills and knowledge she will need for reading. These pre-literacy skills include language development, word-sound awareness and a familiarity with spoken syntax and grammar. Numerous published studies have confirmed that well-developed early literacy skills are important predictors of reading success and overall success in school. The best way to help your child develop these skills is to read aloud to her. This is an opportunity to spend special time together, encourage a positive association with books and a lifelong love of reading.
1. Lifelong Reader
Long before your child is old enough to begin school, she is acquiring the skills and knowledge she will need for reading. These pre-literacy skills include language development, word-sound awareness and a familiarity with spoken syntax and grammar. Numerous published studies have confirmed that well-developed early literacy skills are important predictors of reading success and overall success in school. The best way to help your child develop these skills is to read aloud to her. This is an opportunity to spend special time together, encourage a positive association with books and a lifelong love of reading.
2. Reader- response theory
It is a theory developed by Louise Rpsemblatt, which gained prominence in the late 1960s, that focuses on the reader or audience reaction to a particular text, perhaps more than the text itself. Reader-response criticism can be connected to poststructuralism’s emphasis on the role of the reader in actively constructing texts rather than passively consuming them. Unlike text-based approaches such as New Criticism, which are grounded upon some objective meaning already present in the work being examined, reader-response criticism argues that a text has no meaning before a reader experiences—reads—it. The reader-response critic’s job is to examine the scope and variety of reader reactions and analyze the ways in which different readers, sometimes called “interpretive communities,” make meaning out of both purely personal reactions and inherited or culturally conditioned ways of reading. The theory is popular in both the United States and Germany; its main theorists include Stanley Fish, David Bleich, and Wolfgang Iser.
It is a theory developed by Louise Rpsemblatt, which gained prominence in the late 1960s, that focuses on the reader or audience reaction to a particular text, perhaps more than the text itself. Reader-response criticism can be connected to poststructuralism’s emphasis on the role of the reader in actively constructing texts rather than passively consuming them. Unlike text-based approaches such as New Criticism, which are grounded upon some objective meaning already present in the work being examined, reader-response criticism argues that a text has no meaning before a reader experiences—reads—it. The reader-response critic’s job is to examine the scope and variety of reader reactions and analyze the ways in which different readers, sometimes called “interpretive communities,” make meaning out of both purely personal reactions and inherited or culturally conditioned ways of reading. The theory is popular in both the United States and Germany; its main theorists include Stanley Fish, David Bleich, and Wolfgang Iser.
3. How to conduct Read-Alouds
Read-alouds should be interactive. Lawrence Sipe saw children respond to read-alouds in five different ways:
- Analytically
- Intertextually
- Personally
- Transparently
- Performatively
b. The importance of students' talk to their cognitive growth and to their understanding of story is one of the reasons.
c. In their talk. children may have much to teach us about the literature we read to them.
d. Students need to be provided with visually interesting and sophisticated texts.
e. One of the benefits of story read-aloud time is that it is the only time in a school day when children are allowed to interrupt their teacher with responses during reading.
f. Teachers must allow students to respond before and after read-aloud time.
Authors’ introductions
1. Ken Goodman
1. Ken Goodman
Kenneth Goodman wrote in his book On Reading "The sense you make of a text does not depend first of all on the marks on the paper. It depends first on the sense you bring to it." He (born December 23, 1927) is Professor Emeritus, Language Reading and Culture, at the University of Arizona.[1] He is best known for developing the theory underlying the literacy philosophy of whole language.2. Louise Rosenblatt
Louise Michelle Rosenblatt (23 August 1904 in Atlantic City, New Jersey – 8 February 2005 in Arlington, Virginia) was an American university professor. She is best known as a researcher into the teaching of literature. She sees reading as a meaning making process in which the context and the reader are as important as the text. She said "a text is just a blueprint, a guide for the selecting, rejecting, and ordering of what is being called about what is being called forth by a text is one of the best things we can do for them.
3. Shirley Brice Heath.
Shirley Brice Heath is an American linguistic anthropologist, and Professor Emerita, Margery Bailey Professorship in English, at Stanford University.
She graduated from Lynchburg College, Ball State University, and Columbia University, with a Ph.D. in 1970. She is a Brown University professor-at-large, and a visiting research professor at the Watson Institute.
4. Lawrence Sipe
March 14, 2011 - Dr. Lawrence R. Sipe, a professor at the University of Pennsylvania Graduate School of Education and chair of the school’s program in Language and Literacy in Education, died unexpectedly March 11 at his home in Philadelphia.
4. Lawrence Sipe
A scholar of education and literature, Dr. Sipe deepened our knowledge of how children engage with literature. He was particularly interested in how young children talk about and respond to picture books in the classroom and how those activities enhance their literary understanding.
Born in 1949 in York, Pennsylvania, Dr. Sipe graduated Phi Beta Kappa from the University of Chicago in 1971 with a bachelor’s degree in English. For two years, he taught in a one-room school in Newfoundland, Canada, then returned to earn his second bachelor’s degree, this one in Elementary Education, at Bloomsburg State College in Pennsylvania.
After graduating from Temple University with a master’s degree in Psychology of Reading in 1980, he returned to Newfoundland, where he was a coordinator for in-service and professional development for a local school board for 13 years.
5. Lissa Paul
Lisa Marian Paul AO PSM is a former senior Australian public servant and policymaker. She was the Secretary of theDepartment of Education and Training until February 2016.Lisa Paul was born in California, United States, the daughter of two teachers. When she was young, Paul and her family moved to Christchurch, New Zealand and then to Adelaide, South Australia following her father's job opportunities. Paul holds an Arts degree she obtained from the Australian National University.
6. Jon Scieszka
Jon Scieszka (/ˈʃɛʃkə/: which phonetically resembles ścieżka, the Polish word for "path") (born September 8, 1954) is an American children's writer, best known for picture books created with the illustrator Lane Smith. He is also a nationally recognized reading advocate, and the founder of Guys Read – a web-based literacy program for boys whose mission is "to help boys become self-motivated, lifelong readers."
Scieszka was the first U.S. National Ambassador for Young People's Literature, appointed by the Librarian of Congress for calendar years 2008 and 2009.
His Time Warp Trio series, which teaches kids history, has been adapted into a television show.
7. Donalyn Miller
Donalyn Miller has taught upper elementary and middle school students in northeast Texas and was a finalist for 2010 Texas Elementary Teacher of the Year. She is the author of several books about engaging children with reading, including The Book Whisperer and Reading in the Wild. Donalyn is the co-founder of the popular blog, The Nerdy Book Club, and co-hosts the monthly Twitter chat #titletalk. Her articles about teaching and reading have appeared in publications such as Education Week Teacher, The Reading Teacher, Educational Leadership, Horn Book, and The Washington Post.
8. Cornelia Funke
Cornelia Maria Funke (FOON-ka; German: [ˈfʊŋkə]) is a German author of children's fiction. She was born on December 10, 1958, in Dorsten, North Rhine-Westphalia. Funke is best known for her Inkheart trilogy, published in 2004–2008. Many of her books have now been translated into English. Her work fits mainly into the fantasy and adventure genres. She currently lives inBeverly Hills, California.
Funke has sold over 20 million copies of her books worldwide.
Books introductions
1. Ways with Words: Language, Life, and Work in Communities and Classrooms by Shirley Brice Heath
Ways with Words, first published in 1983, It is a classic study of children learning to use language at home and at school in two communities only a few miles apart in the south-eastern United States. 'Roadville' is a white working-class community of families steeped for generations in the life of textile mills; 'Trackton' is an African-American working-class community whose older generations grew up farming the land, but whose existent members work in the mills. In tracing the children's language development the author shows the deep cultural differences between the two communities, whose ways with words differ as strikingly from each other as either does from the pattern of the townspeople, the 'mainstream' blacks and whites who hold power in the schools and workplaces of the region. Employing the combined skills of ethnographer, social historian, and teacher, the author raises fundamental questions about the nature of language development, the effects of literacy on oral language habits, and the sources of communication problems in schools and workplaces.
2. The Reader, the Text, the Poem: The Transactional Theory of the Literary Work by Professor Emeritus Louise M. Rosenblatt
1. Ways with Words: Language, Life, and Work in Communities and Classrooms by Shirley Brice Heath
2. The Reader, the Text, the Poem: The Transactional Theory of the Literary Work by Professor Emeritus Louise M. Rosenblatt
Louise M. Rosenblatt’s award-winning work continues increasingly to be read in a wide range of academic fields—literary criticism, reading theory, aesthetics, composition, rhetoric, speech communication, and education. Her view of the reading transaction as a unique event involving reader and text at a particular time under particular circumstances rules out the dualistic emphasis of other theories on either the reader or the text as separate and static entities. The transactional concept accounts for the importance of factors such as gender, ethnicity, culture, and socioeconomic context. Essential reading for the specialist, this book is also well suited for courses in criticism, critical theory, rhetoric, and aesthetics.
Starting from the same nonfoundationalist premises, Rosenblatt avoids the extreme relativism of postmodern theories derived mainly from Continental sources. A deep understanding of the pragmatism of Dewey, James, and Peirce and of key issues in the social sciences is the basis for a view of language and the reading process that recognizes the potentialities for alternative interpretations and at the same time provides a rationale for the responsible reading of texts.
The book has been praised for its lucid explanation of the multidimensional character of the reading process—evoking, interpreting, and evaluating the work. The nonliterary (efferent) and the literary (aesthetic) are shown not to be opposites but to represent a continuum of reading behaviors. The author amply illustrates her theoretical points with interpretations of varied texts. The epilogue carries further her critique of rival contemporary theories.
3. Reading Otherways by Lissa Paul
In this lucid book, Lissa Paul writes with insight and authority about a matter all English teachers will find compelling: how the ways we analyze and teach literature shape our views and expectations of the world.
Paul urges us to give the texts we teach sensitive multiple readings. She points out that variant versions and different editions of classic children's stories hold different meanings. From a feminist perspective, Paul considers such questions as : whose story is this? who is the reader? when and where was the reading produced? who is named and who is not? who gets punished and who gets praised? who speaks and who is silent? who acts and who is acted upon? who looks and who is observed? who fights for honor and who suffers?
This accessible book will sharpen literary sensibilities and enhance our teaching by making us more responsive to such key questions.
4. The True Story of the Three Little Pigs! by Jon Scieszka
You thought you knew the story of the “The Three Little Pigs”… You thought wrong.
In this hysterical and clever fracture fairy tale picture book that twists point of view and perspective, young readers will finally hear the other side of the story of “The Three Little Pigs.”
“In this humorous story, Alexander T. Wolf tells his own outlandish version of what really happens during his encounter with the three pigs…. Smith's simplistic and wacky illustrations add to the effectiveness of this fractured fairy tale.”
—Children’s Literature
“Older kids (and adults) will find very funny.”
—School Library Journal
In this hysterical and clever fracture fairy tale picture book that twists point of view and perspective, young readers will finally hear the other side of the story of “The Three Little Pigs.”
“In this humorous story, Alexander T. Wolf tells his own outlandish version of what really happens during his encounter with the three pigs…. Smith's simplistic and wacky illustrations add to the effectiveness of this fractured fairy tale.”
—Children’s Literature
“Older kids (and adults) will find very funny.”
—School Library Journal
5. Creating Lifelong Readers Through Independent Reading by Barbara Moss & Terrell A. Young
In a time when reading instruction is being marginalized and replaced with scripted reading programs, Creating Lifelong Readers Through Independent Reading gives concrete suggestions for creating independent reading programs that make a difference. In a hands-on, approachable style, authors Barbara Moss and Terrell Young show you how to effectively reestablish independent reading as a central focus in your K-6 classroom. A thorough, research-based discussion of the benefits of independent reading is combined with the following practical tools to help you fit it into a jam-packed classroom schedule:
Tips for creating a sustainable, effective classroom library and maximizing the school library resources
Helpful guidelines for teaching students to self-select appropriate reading materials
Numerous suggestions for building effective independent reading time into your daily schedule even during content area instruction
Lesson ideas for incorporating strategy instruction into independent reading time
An extensive literature list, graphic organizers for the classroom, and reproducible handouts for parents
Helpful guidelines for teaching students to self-select appropriate reading materials
Numerous suggestions for building effective independent reading time into your daily schedule even during content area instruction
Lesson ideas for incorporating strategy instruction into independent reading time
An extensive literature list, graphic organizers for the classroom, and reproducible handouts for parents
Plus, insightful interviews with literacy leaders Richard Allington, Linda Gambrell, Tony Stead, Sharon Taberski, and Myra Zarnowski tie together key points about the importance of independent reading.
The International Reading Association is the world's premier organization of literacy professionals. Our titles promote reading by providing professional development to continuously advance the quality of literacy instruction and research.
Research-based, classroom-tested, and peer-reviewed, IRA titles are among the highest quality tools that help literacy professionals do their jobs better.
Some of the many areas we publish in include:
-Comprehension
-Response To Intervention/Struggling Readers
-Early Literacy
-Adolescent Literacy
-Assessment
-Literacy Coaching
-Research And Policy
-Response To Intervention/Struggling Readers
-Early Literacy
-Adolescent Literacy
-Assessment
-Literacy Coaching
-Research And Policy
6. The Book Whisperer by Donalyn Miller
Donalyn Miller says she has yet to meet a child she couldn't turn into a reader. No matter how far behind Miller's students might be when they reach her 6th grade classroom, they end up reading an average of 40 to 50 books a year. Miller's unconventional approach dispenses with drills and worksheets that make reading a chore. Instead, she helps students navigate the world of literature and gives them time to read books they pick out themselves. Her love of books and teaching is both infectious and inspiring. The book includes a dynamite list of recommended "kid lit" that helps parents and teachers find the books that students really like to read.
7. The Thief Lord by Cornelia Funke
The enchanting international bestseller with bonus back matter and a beautiful new cover!
Two orphaned brothers, Prosper and Bo, have run away to Venice, where crumbling canals and misty alleyways shelter a secret community of street urchins. Leader of this motley crew of lost children is a clever, charming boy with a dark history of his own: He calls himself the Thief Lord.
Propser and Bo relish their new "family" and life of petty crime. But their cruel aunt and a bumbling detective are on their trail. And posing an even greater threat to the boys' freedom is something from a forgotten past: a beautiful magical treasure with the power to spin time itself.
Two orphaned brothers, Prosper and Bo, have run away to Venice, where crumbling canals and misty alleyways shelter a secret community of street urchins. Leader of this motley crew of lost children is a clever, charming boy with a dark history of his own: He calls himself the Thief Lord.
Propser and Bo relish their new "family" and life of petty crime. But their cruel aunt and a bumbling detective are on their trail. And posing an even greater threat to the boys' freedom is something from a forgotten past: a beautiful magical treasure with the power to spin time itself.
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