This article talks about the debate on the value of online reading for teens.
Examples of how some publishers use video games in conjunction with books and the debate around whether this attracts children to reading or whether it provides an alternative to reading.
A Dramatic Reading of Adolescent Literature
J. Lea Smith and J. Daniel Herring
Read, read, read. Read everything — trash, classics, good and bad, and
see how they do it. Just like a carpenter who works as an apprentice and
studies the masters. Read! You’ll absorb it. Then write.
William Faulkner
To meet the challenge of attracting middle-level students to the literate
life, language arts educators focus instruction on process. This design
creates a learning environment where students, along with their teacher,
construct literacy as they participate in authentic acts of reading,
writing, speaking, and listening. The pivotal instructional components —
reading workshop and writing workshop — immerse the adolescent
learner in 1) regular chunks of time to write and read, 2) self-selection
of writing topics and reading materials, and 3) meaningful dialogue with
peers and teacher (Atwell, 1987). Within this context, a fire is kindled to
ignite adolescents to write during writing workshop and read during
reading workshop.
Open resource center and community for early literacy educators. A nice
wiki with all kinds of resources.
Free-Reading is an ongoing, collaborative, teacher-based, curriculum-sharing experiment. We're looking to provide a reliable forum where teachers can openly and freely share their successful and effective methods for teaching reading in grades K-1.
Our premises are:
* The research on how students learn to read is well-established.
* The research on which instructional techniques work is well-understood.
* The voices of those who know what works best -- the classroom teachers -- are rarely heard in instructional design.
* The power of "we" is far greater than the power of "you" or "I."
The Early Childhood Technology Literacy Project is an instructional project in Montgomery County Public Schools funded by the Technology Literacy Challenge Fund. It has won many awards including the 2000 Computerworld Smithsonian Award in the Education and Academia category and has been recognized as a best practice by the Maryland Business Roundtable. The instructional focus of this project is to integrate technology into instruction and increase early childhood students' skills in reading and writing. This supports Montgomery County's Reading Initiative kindergarten through third grade. This project was designed to help school teams, including classroom teachers, specialists, and instructional assistants work cooperatively to develop, plan and deliver exemplary reading and writing instruction using instructional technology. The Early Childhood Technology Literacy Project was founded by Bonny Chambers and Dara Feldman. It is now maintained by Leticia Barr and Jimmy Sweeney.
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This article talks about the debate on the value of online reading for teens.
Examples of how some publishers use video games in conjunction with books and the debate around whether this attracts children to reading or whether it provides an alternative to reading.
Open resource center and community for early literacy educators. A nice wiki with all kinds of resources.
Free-Reading is an ongoing, collaborative, teacher-based, curriculum-sharing experiment. We're looking to provide a reliable forum where teachers can openly and freely share their successful and effective methods for teaching reading in grades K-1. Our premises are: * The research on how students learn to read is well-established. * The research on which instructional techniques work is well-understood. * The voices of those who know what works best -- the classroom teachers -- are rarely heard in instructional design. * The power of "we" is far greater than the power of "you" or "I."
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