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Author: Evelyn Arizpe Publisher: Routledge ISBN: 1317615468 Category : Education Languages : en Pages : 263
Book Description
We are fascinated by text and we are fascinated by reading. Is this because we are in a time of textual change? Given that young people always seem to be in the vanguard of technological change, questions about what and how they read are the subject of intense debate. Children as Readers in Children’s Literature explores these questions by looking at the literature that is written for children and young people to see what it tells us about them as readers. The contributors to this book are a group of distinguished children’s literature scholars, literacy and media specialists who contemplate the multiple images of children as readers and how they reflect the power and purpose of texts and literacy. Contributors to this wide-ranging text consider: How books shape the readers we become Cognitive and affective responses to representation of books and reading The relationship between love-stories and reading as a cultural activity Reading as ‘Protection and Enlightenment’ Picturebooks as stage sets for acts of reading Readers’ perceptions of a writer This portrayal of books and reading also reveals adults’ beliefs about childhood and literacy and how they are changing. It is a theme of crucial significance in the shaping of future generations of readers given these beliefs influence not only ideas about the teaching of literature but also about the role of digital technologies. This text is a must-read for any individual interested in the importance of keeping literature alive through reading.
Author: Evelyn Arizpe Publisher: Routledge ISBN: 1317615468 Category : Education Languages : en Pages : 263
Book Description
We are fascinated by text and we are fascinated by reading. Is this because we are in a time of textual change? Given that young people always seem to be in the vanguard of technological change, questions about what and how they read are the subject of intense debate. Children as Readers in Children’s Literature explores these questions by looking at the literature that is written for children and young people to see what it tells us about them as readers. The contributors to this book are a group of distinguished children’s literature scholars, literacy and media specialists who contemplate the multiple images of children as readers and how they reflect the power and purpose of texts and literacy. Contributors to this wide-ranging text consider: How books shape the readers we become Cognitive and affective responses to representation of books and reading The relationship between love-stories and reading as a cultural activity Reading as ‘Protection and Enlightenment’ Picturebooks as stage sets for acts of reading Readers’ perceptions of a writer This portrayal of books and reading also reveals adults’ beliefs about childhood and literacy and how they are changing. It is a theme of crucial significance in the shaping of future generations of readers given these beliefs influence not only ideas about the teaching of literature but also about the role of digital technologies. This text is a must-read for any individual interested in the importance of keeping literature alive through reading.
Author: Esmé Raji Codell Publisher: Algonquin Books ISBN: 9781565123083 Category : Family & Relationships Languages : en Pages : 548
Book Description
"An exuberant treasure trove for parents." —Publishers Weekly Are children reading enough? Not according to most parents and teachers, who know that reading aloud with children fosters a lifelong love of books, ensures better standardized test scores, promotes greater success in school, and helps instill the values we most want to pass on. Esmé Raji Codell—an inspiring children's literature specialist and an energetic teacher—has the solution. She's turned her years of experience with children, parents, librarians, and fellow educators into a great big indispensable volume designed to help parents get their kids excited about reading. Here are hundreds of easy and inventive ideas, innovative projects, creative activities, and inspiring suggestions that have been shared, tried, and proven with children from birth through eighth grade. This five-hundred-page volume is brimming with themes for superlative storytimes and book-based birthday parties, ideas for mad-scientist experiments and half-pint cooking adventures, stories for reluctant readers and book groups for boys, step-by-step instructions for book parades, book-related crafts, storytelling festivals, literature-based radio broadcasts, readers' theater, and more. There are book lists galore, with subject-driven reading recommendations for science, math, cooking, nature, adventure, music, weather, gardening, sports, mythology, poetry, history, biography, fiction, and fairy tales. Codell's creative thinking and infectious enthusiasm will empower even the busiest parents and children to include literature in their lives.
Author: A. Day to Remember Journals Publisher: ISBN: Category : Languages : en Pages : 99
Book Description
Travel to different worlds. Discover the History. Learn good habits. Develop empathy and an understanding about feelings. Get exposure to diversity - of thoughts, of ethnicity, of backgrounds. Instill a passion for reading... ... there are so many things that reading can do to a child that reinforcing the great habits of a book lover is always a good idea. Or giving a bit of encouragement to a kid who needs to read more. And that's exactly what this journal will do! With the daily use of this Reading Books Journal, overtime, kids will look forward to their daily reading & discussion time, and the "big readers" will have a wonderful record of the child's assisted reading journey. ◆ ◆ ◆ This reading log will help parents, teachers and caregivers: ✓ develop a positive reading routine with their child, ✓ keep track of a child's (assisted) reading, ✓ and will promote a dialogue between the reader and the child after each reading session helping kids reflect about what they read and express it, and even improve their drawing skills. ★ How to use this journal ★ Every time you and your child finish reading a story together, fill out a journal entry with information such as: Book name, date when it was read, who was the reader; What the child thought about the story (ie. was it funny, scary, exciting?); Who are the main characters, and where does the story take place; What happened in the story; what was the child's favorite part and least favorite part; How much the child liked the book; A drawing about the story. (Note: You may complete every section or start asking the child just a few questions per book, and gradually add more. You also can make more than one entry about the same book if your child - like ours - loves to re-read a favorite book multiple times!) ◆ ◆ ◆ On this updated version of the journal, we also included key recommendations for the grown ups on how to make the most of reading time with kids, including suggestions for before reading time and during reading time that could make a huge difference on your child's reading journey and school experiences. The gift of a lifelong reading habit is priceless, but you can plant the seeds for that by reading to your child daily! Let's do this together! Ps. If you want to check other options of journals for children's home education and mental health, with different covers and different style of contents, just click on "A Day to Remember" above (ie. Amazon's author name) to check our selection. You will have access to our full collection of journals and even our contact information. We release new journals weekly, so we invite you to come back often!
Author: Teresa Cremin Publisher: Routledge ISBN: 1317678869 Category : Education Languages : en Pages : 192
Book Description
Reading for pleasure urgently requires a higher profile to raise attainment and increase children’s engagement as self-motivated and socially interactive readers. Building Communities of Engaged Readers highlights the concept of ‘Reading Teachers’ who are not only knowledgeable about texts for children, but are aware of their own reading identities and prepared to share their enthusiasm and understanding of what being a reader means. Sharing the processes of reading with young readers is an innovative approach to developing new generations of readers. Examining the interplay between the ‘will and the skill’ to read, the book distinctively details a reading for pleasure pedagogy and demonstrates that reader engagement is strongly influenced by relationships between children, teachers, families and communities. Importantly it provides compelling evidence that reciprocal reading communities in school encompass: a shared concept of what it means to be a reader in the 21st century; considerable teacher and child knowledge of children’s literature and other texts; pedagogic practices which acknowledge and develop diverse reader identities; spontaneous ‘inside-text talk’ on the part of all members; a shift in the focus of control and new social spaces that encourage choice and children’s rights as readers. Written by experts in the literacy field and illustrated throughout with examples from the project schools, it is essential reading for all those concerned with improving young people’s enjoyment of and attainment in reading.
Author: Judith A. Langer Publisher: Praeger ISBN: Category : Education Languages : en Pages : 216
Book Description
This volume presents the results of a two-year research project which examined the development and use of reading and writing by school-aged children. The studies examined the relationships between children's reading and writing by looking at the social contexts that surrounded their understandings and uses of reading and writing; the cognitive processes that the readers and writers invoked in completing different kinds of tasks; and the products that were produced, including the ideas that were developed in reading and writing, and the ways in which these ideas were structured in presentation or recall. The results point to new understandings about children's context for literacy, and ways in which children at distinctly different phases of their schooling experiences approach reading and writing. The author contrasts ways in which children at each of the differing ages approach their reading and writing tasks, illuminating the knowledge they already have and what they have yet to learn.
Author: Margaret Hillert Publisher: Norwood House Press ISBN: 1599538083 Category : Juvenile Fiction Languages : en Pages : 35
Book Description
Shows various types of animals at work and training as service, show and farm animals. Concludes that school is something for both animals and children. Beautifully re-illustrated with a fresh and appealing look, these Beginning-to-Read books foster independent reading and comprehension. Using high frequency words and repetition, readers gain confidence while enjoying stories about everyday life and adventures. Educator resources include reading reinforcement activities and a word list in the back. Activities focus on foundational, language and reading skills. Sections include: phonological awareness, phonics, fluency, vocabulary, and reading comprehension. Teachers notes available on website.
Author: Allyssa McCabe Publisher: McGraw-Hill Humanities, Social Sciences & World Languages ISBN: Category : Education Languages : en Pages : 228
Book Description
Synopsis: This text for the reading methods or children's literature course, was written with the hope of producing chameleon readers: Children who can truly understand children who do not share their own cultural heritage. The book aims to teach kindergarten and elementary school teachers who are interested in multicultural literacy programs how to incorporate reading into this curriculum. The first goal of this book is to present specific background information about stories and story telling traditions from various cultures to help teachers understand and translate, or extend stories from other cultures that they read to students or that they receive from students with diverse cultural backgrounds. Another major goal of this book is to examine and expand our current operating definitions of good stories, making it more representative of the true range of the narrative forms we have in this country at this time. The third goal of this book is to advocate instruction of all children about distinctive storytelling traditions of numerous ethnic groups, and to heighten awareness of the importance of narrative in the classroom.
Author: Terezinha Nunes Publisher: John Wiley & Sons ISBN: 0631234020 Category : Psychology Languages : en Pages : 321
Book Description
This book extends models of early literacy, analyzing how children’s reading and spelling skills develop throughout their school career. An account of how a child’s reading and spelling develop which goes beyond the early years Shows that there are radical changes in the way children read and spell as they get older Describes a new theory about the learning that goes on in the later stages of reading and spelling Makes clear the educational implications of this theory The authors' research has previously contributed to the 'literacy hour' – a government initiative to improve the teaching of literacy skills in UK schools
Author: Evelyn Arizpe
Author: Evelyn Arizpe
Author: Esmé Raji Codell
Author: John Spink
Author: A. Day to Remember Journals
Author: Teresa Cremin
Author: Judith A. Langer
Author: Margaret Hillert
Author: Allyssa McCabe
Author: Terezinha Nunes
Author: Helen Winter