Tag Archives: teaching

CITE 3

When Science and Literacy Collide

This last week I attended the Literacy Research Association conference, the largest literacy research-focused conference held each year in the U.S. The program was packed with hundreds of presentations, poster sessions, round table discussions, and special interest groups directed by the luminaries and newcomers in the varied fields associated with reading and writing. I share […]

BE Kind 4

“Be Kind” and Other Words That Matter

One recent morning my wife and I drove to an appointment in Eminence, Ky., just outside of Louisville. It was a gorgeous start to a new day with the east ablaze with “sky blue pink” (as my wife calls it) behind a single bank of fluffy clouds. As we wound through the countryside we passed a […]

picture books

Personal Treasures That Can’t Be Beat

Most people have some personal treasures from the past. Perhaps a piece of jewelry from a grandparent, a stuffed animal or love letters. At this time of year, I think about my ancient baseball glove which I’ve had since I was a boy with dreams of making the big league. But what about books? Ask anybody—no, ask any […]

Reluctant 2

The Taste for Reading Comes and Goes

Reading for me is like hanging round the dessert table at a big buffet. Searching, sampling, selecting, and of course, periodically gorging to satisfy my powerful sweet tooth. Similarly, my book and reading choices are often guided by self-questions like: Where to begin? When I have I read enough? Am I ready to walk away […]

Monster Reader

The Problem With Reading Rewards

This week I happened upon a terrific article in The New York Times about summer reading. It is about rewarding kids for reading. The article’s headline (shown here) caught my attention because my experience is also that rewards for reading rarely have positive outcomes. The article made me reflect upon the important difference between children who can read and child avid readers.  As most healthy library systems do, in my town, Louisville, Kentucky’s fabulous library has a “summer reading” program. It serves as a lure to get […]

Librarian 1

Need a life transition resource? Book it to a library.

When the kids graduate high school or just leave formal schooling, what is the most important resource that they will leverage to continue learning about…well, anything? Beyond their peers who also are searching for answers, what is the first go-to resource for young adults to begin the lifelong journey of shaping their very own, wonderful and […]

Standards Cover

Libraries – the Ultimate Sources for New Possibilities

I’m not one that is enthralled by time sensitive school test scores if I can get any better gauge of the enduring effects of a school’s literacy program. For example, the circulation figures from a classroom’s library or the whole school library are an excellent indication of the effects that the school is having on children becoming […]

Reading for Fun 4

Long-Ignored Road to Reading Success

Every few months it seems there is news that focuses our attention on the perennially pitiful job schools do in improving reading. The proposed solutions are predictably pitiful as well. Schools that have been doing A should check out B, and schools that have been doing B might want to try C. The options for school-wide […]

The Skilled Non-Reader

These days, pretty much every time we encounter the word “reading” in a communication about schooling, we’ll also find the word “skills.” For example, we might hear statements like: Our school’s reading scores indicate a need for better skill instruction. We need to assess her reading skills before we can identify a proper leveled book. […]

Click each image to enlarge

That’s Hot! But is it Important?

Each year* since 1997, the International Literacy Association (ILA) has conducted a survey of teachers, school and program administrators, and practicing academics and researchers to consider the values and activities that best describe literacy education’s trends and practices. The survey queried nearly 2,100 individuals from 91 countries and territories and the results are reported from open-ended responses […]