Reviving the reading culture

[Dubious]

@Gufi @xyxmt

I think that thread should be left for comics

I dedicate this thread to reading:

Is it a dying culture?

How to encourage children to read?

Advantages of reading - imagination, builds yearning, aids the brain, creates interest, greed for knowledge, escape from reality, understanding, relaxation, hobby...

Can reading be replaced?

Discuss what attracted you to reading

How you started reading

What type of books/ stories you read

Leisure or forced?

@waz maybe you can contribute


How to encourage students to read for pleasure: teachers share their top tips

While students might trudge through set texts in lessons, how can teachers inspire them to open a book when they get home?

Encouraging children to read for pleasure is about more than getting them to pick up a book; it’s equally important for children to appreciate a good story. Photograph: Alamy


The big challenge for teachers is not simply getting students to read – it's getting them to enjoy it too. It's one thing for students to trudge through set texts in a lesson, but will they open another book when they get home at the end of the day?

The National Literacy Trust has noted that becoming a lifetime reader is based on developing a deep love of reading.

"Research has repeatedly shown that motivation to read decreases with age, especially if pupils' attitudes towards reading become less positive," it said. "If children do not enjoy reading when they are young, then they are unlikely to do so when they get older."

For younger readers in particular, their home environment is critically important.

"Home is a massive influence," says Eleanor Webster, a primary school teacher in Nottinghamshire. "Supportive and understanding parents are key to developing their child's reading."

But if a pupil doesn't see people reading at home, it may be harder to instil the idea of reading for pleasure. So what can teachers do to encourage it? Here are some of the best ideas, initiatives and projects that teachers have developed to motivate children and help them develop a love for reading:

Reading challenges
Reading competitions come in many shapes and sizes, with the aim of spicing up literature and giving children an incentive to open a book. Mountbatten School in Hampshire is one school that has run several projects to encourage reading for pleasure.

"We wanted them to try reading a broad range of books," says Jennifer Ludgate, an English teacher at the school.

"We challenged students to read one book, fiction or non-fiction, from a wide range of genres. They get them ticked off by their teacher and there are medals at the end of the year."

Another competition saw students race against time to tick off the classics.

"A colleague created the '16 Before You're 16 Challenge' for the older years," says Ludgate.

"We chose 16 classics, like To Kill A Mockingbird and Brave New World, and challenged students to read as many as they can before they turn 16. It's a good way to make sure they're being challenged."

In another contest, Eleanor Webster gets younger children to read for pleasure with "extreme reading" competitions over the summer holidays.

"They're always very popular," she says. "Children take pictures of themselves reading in strange places and we display the photos in the main corridor. Some were on roller coasters, in tractors, on top of bookcases or at holiday destinations."

The 100 Word Challenge , created by Julia Skinner, asks children to write regular posts online and read other students' work.

"When you tell kids, 'We're going to do some reading,' it can immediately turn them off," says Skinner.

"But with this you say: 'We're going to support someone who has done some writing. What do you think of it?' It gives them a purpose to read."

Jennifer Ludgate, who uses the 100 Word Challenge, explains: "Their homework is to read two students' writing – they really like it because it's short, easy to read, and it only takes them a couple of minutes."

Escapism
While reading challenges can give a sense of purpose, escaping the challenges of school is a crucial part of encouraging reading for pleasure.

"Children won't find reading pleasurable if there is too much pressure on them," says Webster, "so a relaxed atmosphere and a positive ethos around reading is really important."

"One teacher in my school started referring to library sessions as 'the escape'," says Suzy Dodd, an English teacher at the Co-operative Academy of Leeds.

Promoting reading as a form of escapism from the general pressures of school and their social lives encouraged her class to see reading as a form of self-indulgent relaxation, instead of another intelligence test. Her class are among the most prolific readers in the school.

In September she gives her kids a good talk about reading as escapism, and then introduces library sessions by saying, "we get to escape for an hour today".

Teacher involvement
"Showing students that teachers of all subjects read books, not just the English teachers, is really important," says Ludgate.

"We asked teachers to bring in two or three of their favourite books. Then, at the start of every lesson, whether that be geography, maths or whatever, the teacher would read to the class for ten minutes from their favourite book.

"The students would come in talking about what their PE or history teacher was reading, and that would spark really interesting discussions. It's especially good if they don't see people reading at home. "

Reading walls
"Having a print-rich environment is important," says John Murphy, who is an English and history teacher in Ireland and blogs at Web of Notes.

"The surroundings should encourage reading in all its forms and support their choices of reading material. I don't simply mean putting up a poster which tries to promote reading because it's 'cool' – I think they're totally ineffective. Instead, students and teachers could share the name of the book that they're reading at the moment, and offer a sentence about it. It's a great way to share recommendations."

Drop Everything And Read
Drop Everything And Read (DEAR) is used in classrooms across the country, and allows children to forget their normal tasks and drift away with a good book.

Webster explains: "The whole school has a set time in the school day where children read to themselves or an adult and they can choose from a wide variety of books."

Ludgate says it is important that DEAR does not become a task: "Having 10 minutes of reading at the beginning of every lesson doesn't always work because it can become too ingrained. But the idea with DEAR is that it goes across different subjects – not just English."

Reading to the class
Encouraging children to read for pleasure is about more than getting them to pick up a book; it's equally important for children to appreciate a good story.

"I think it's important to make sure you read to them as much as they read for themselves or other people, making it a more supportive environment," says Ludgate.

"Spending once a half term saying, 'Right, I'm going to read to you this lesson', I think really encourages them to appreciate it. The older years in particular haven't been read to at home for so long that they absolutely love it."

Anything goes
"It's crucial to bear in mind what the student wants to read," says Murphy. "Having this control shouldn't be undervalued, and I think they should be allowed to venture from one type of book to another.

"Introduce students to a wide variety of texts, mediums and genres – they may surprise themselves once they have faced preconceived ideas about what they consider enjoyable and embrace a diversity in what they read. Comics, ebooks, short stories, online articles and magazines shouldn't be ignored."

Books across the curriculum
"Our curriculum is very creative and topics are often set around a book," says Webster.

"Children respond well to it because they love exploring details of books and making books come to life. For example, we had a whole term based on the Gruffalo in September. Now in the summer term children often recite it word for word and talk about other Julia Donaldson books they've read since."


How to encourage students to read for pleasure: teachers share their top tips | Teacher Network | The Guardian

 

[Dubious]

Everyday Hero: Bradenton woman encouraging reading with 'little free library'

BRADENTON --
A Bradenton woman is using a unique approach to encourage reading.

Jean Shoemaker has become a librarian of sorts and is making a difference at a small library that stands in her own front yard.

Shoemaker's small book-filled box that sits in the front of her home in the 1600 block of 18th Avenue is part of the worldwide organization "Little Free Library," which operates on the policy of "take a book, return a book."

There are more than 25,000 of these little libraries across the United States and 70 countries.

Shoemaker, retired after years of working in the medical field, including 16 years at All Children's Hospital in St. Petersburg, was inspired by her 90-year-old father, who started his own library on his farm in Illinois.

In fact, when Jean started her library, her father made the trip to father to build her schoolhouse-shaped book holder.

"He wants to see every child be able to read at some point before they start kindergarten," Jean said of her father.

Jean said since starting the library she has gotten to know more of her neighbors and their children.

Recently, Jean received a note saying: "What a great and wonderful idea you have. God Bless you. To share with others: Books, knowledge, entertainment, the 18th Avenue Library!"

That was the day Shoemaker's library got its name.

Everyday Hero: Bradenton woman encouraging reading with 'little free library'































The effects of family cultural capital and reading motivation on reading behaviour in elementary school students

Books in the home 'boost children's education'
Keeping just 20 books in the home can boost children’s chances of doing well at school, according to a major study.
By Graeme Paton, Education Editor
8:00PM BST 21 May 2010


Regular access to books has a direct impact on pupils’ results, irrespective of parents’ own education, occupation and social class, it was claimed.

Researchers said that children coming from a “bookish home” remained in education for around three years longer than young people born into families with empty bookshelves.

But according to the latest study, access to a wide range of books in the home can significantly boost children’s chances of remaining in education as they grow up.

Dr Mariah Evans, associate professor of sociology, said: "What kinds of investments should we be making to help these kids get ahead?

“The results of this study indicate that getting some books into their homes is an inexpensive way that we can help these children succeed. Even a little bit goes a long way.”

In a major study, researchers analysed more than 70,000 people in 27 countries to gauge the effect of family circumstances on educational chances.

It found that being raised in a household with a 500-book library would result in a child remaining in education for an average of three years longer than those with little access to literature.

The advantage to a child was just as great as being raised by university educated parents, as opposed to those with relatively poor schooling, the study found.

The study suggested that the impact was down to the “scholarly culture” of individual households.

According to researchers, the presence of literature in the home had a profound effect on all families, irrespective of parental occupation or social class.

It suggests that filling homes with a range of novels and reference books may be the difference between leaving school at 18 and going to university, which can be worth up to £200,000 more in lifetime earnings.

"You get a lot of 'bang for your book'," said Dr Evans. "It's quite a good return on investment in a time of scarce resources."

The report – published in the journal Research in Social Stratification and Mobility – also revealed that having as few as 20 books in the home still had an impact.

In some countries, such as China, having 500 or more books in the home added more than six years onto a child’s education, while the effect in the United States was just over two years.

Preliminary findings suggested that history and science texts had the greatest benefit.

Books in the home 'boost children's education' - Telegraph

























































Steven Petite
Freelance Writer and Author of "Concept of Home"
Why Print Books Will Endure

Posted: 03/29/2014

By now, the majority of the American population has a smart phone, tablet, ereader or a combination of some or all. Amazon has already boasted that they sell more digital books than brand new hardcovers. The prices are cheaper and you can't blame a person for wanting to save a few bucks in this economy. But there is something about owning a physical book, holding it in your hands, feeling the paper in between your fingerers while turning the pages and experiencing the journey of a tale on real paper, not on a paper white screen or illuminated retina display. I prefer to read my books in a nice chair, with a lamp overhead, no superficial lighting or advanced technology needed.

I'll make a confession. I own a Kindle, an Ipad,(which I am writing this piece on) and I have bought ebooks, usually heavily discounted by Amazon through their daily deals and hundreds of free classics. To be clear, Amazon takes the loss on the daily deals, not the author.

However, once or twice a month, I will go to Barnes and Noble and buy books, at a higher price than Amazon, simply because I do not want the experience of going into a bookstore disappear through the overpowering empire of Amazon.

But here is the real importance of physical books. I visit two of my local Half Price Books stores multiple times a week. To me, buying a book that is slightly worn shows that the person who loved it enough to put creases into the spine and pass it along for someone else to discover proves the power of physical books.

The other day, I found a battered copy of Brave New World by Aldous Huxley. There was no price on the back of it, which I have experienced before. Instead, the price was at the top of faded spine 95 cents. A Bantam Classic that was printed in 1968. The girl at the counter was confused as she could not find the price. I stated that it was on the top of the spine, but when she saw it, she acted as if it could not be true. I paid 47 cents for one of the greatest novels of the twentieth century. A copy that was forty-five years old.

That book endured countless amounts of read throughs, and found its way into a second hand bookstore for someone else to enjoy. When a special find like that occurs, no other conclusion can be made other than that physical books have endured, that technology cannot replace physically turning the pages.

Physical book sales are down, but people still have them, still sell them to obtain others. Every time I enter a book store, I find something that I haven't seen before. I know I'm not the only one out there who prefers physical books, because looking through a digital catalogue of your books as opposed to seeing bookshelves full of stories, in all different shapes and sizes, will never be as satisfying or as comforting. Times have changed, but I do not believe that we will see the day when physical books are not available. The emotional journey that books give is much heartier, more meaningful, when the pages are glued to a binding.

Why Print Books Will Endure | Steven Petite




















































New move to encourage reading

Fun to ready together: The public can now borrow up to 15 books at a time compared to only eight books previously at all public libraries.


JOHOR BARU: Hasmen Romi, a 12-year-old orang seletar says nothing beats reading books as it is good way to broaden his knowledge.

The pupil of SK Sungai Danga here loves reading books on animals and places of interest as he can imagine seeing the animals and going to the places while flipping through the pages.

“I cannot afford going to the places mentioned in the books but at least I can see their pictures and it is good enough for me,” he said.

Hasmen said his fishermen parents, who also do odd jobs, encouraged him to read as it was the cheapest way to gain information of the outside world and also help him in his studies.

Hasmen’s schoolmate Joenna Jomat, 11, said, visiting the public library for the first time really excited her as she could borrow many books and read them before going to bed.

“In my school library, I’ll borrow at least six books per day and reading them helps to increase my vocabulary and do well in essay writing,” she said.

Meanwhile, to encourage reading habit in the state, the public could borrow more books from the 104 state-run libraries starting from next month, said its director Ungku Noorakmal Ungku Sulaiman.

She said previously they could only borrow eight books at any one time and now the numbers have been increased to 15, hoping the number of active members could go up to more than 300,000.

“We hope the new move will attract more people to come to our libraries,” she told reporters at the Let’s Read For 10 Minutes 2015 programme held at the state library here.

Also present at the event was Mentri Besar Datuk Mohamed Khaled Nordin’s wife Datin Rosni Omar who related a story from a book “The Rabbit and The Lion” to 200 pupils.

The programme was held simultaneously at 14 other libraries as well as other primary and secondary schools statewide with participation from 600,000 students.

New move to encourage reading - Community | The Star Online





















































Library programs encourage summer reading

Bossier Parish Library Summer Reading Program
Information provided by Vickie Hardin

As we kick off the summer with ballgames, soccer, swimming and other outdoor activities, it is important to help our kids retain the reading skills they developed during the school year. Taking a break from school work is OK as long as they keep using what they learned. Making it fun is the secret to being successful.

This summer, make it a point to visit the library often. If your kiddos are into a particular sport, let them check out books that pertain to that activity or famous sports figures they like. Books like “Baseball's Top 10 Home Run Hitters” by Ken Rappoport or “20 Soccer Superstars” by Mauricio Velazquez de Leon and “Swimming, Diving, and Other Water Sports” by Jason Page are full of interesting facts and stories. These are books boys will enjoy reading and that is very important because sometimes it is difficult to entice them to read. I bet girls will like them too.

Remember to keep books within reach throughout your home that are age appropriate for your children. You will be surprised how often they will plop down with a book and soak it up. Little ones enjoy snuggling up with mom or dad to read, so make reading part of their bedtime routine to help instill good reading habits that will last a lifetime.

For older children who are already reading, let them read a story to you at bedtime. Each day, read the newspaper with them and take time to discuss some of the articles. Even allowing children to go online with an iPad or home computer is a way to keep them reading. Of course, monitor the sites they visit while online.

If you plan to travel this summer, take along several eBooks on your iPhone, iPad or other electronic device. Download them from our library website www.bossierlibrary.org. There are books for all ages available, as well as children’s reading games.

Libraries are very busy places during the summer months. There are programs for all ages, and we encourage families to participate as often as possible. The first thing to do is make sure you and your family members each have a library card. Cards are free for those living, working or attending school in Bossier Parish. If you had a card and lost it, there is a small fee to replace it.

The 2015 Bossier Parish Libraries Summer Reading Programs schedules for the children’s and teen SRP are:

• East-80 Library: Mondays, June 1-July 13 at 10 a.m. for ages 6—12

• Benton: Tuesdays, June 2-July 28 at 10 a.m. for ages 6-12; Thursdays, June 11 and 25; July 9 and 23 at 3:30 p.m. for ages 13-17.

• Plain Dealing: Tuesdays, June 2-July 14 at 2 p.m. for ages 6-12

• Haughton: Wednesdays, June 3-July 15 at 10 a.m. for ages 6-12

• Anna P. Tooke (formerly Koran): Wednesdays, June 3-July 15 at 2 p.m. for ages 6-12

• Bossier Central: Thursdays, June 3-July 22 at 10 a.m. for ages 0-2 with parents; Thursdays at 11 a.m. for ages 3-5 with parents

• Aulds: Fridays, June 5-July 24 at 10 a.m. for ages 0-12 with parents; Fridays at 2 p.m. for ages 6-12.

Broadmoor Library Summer Reading Program

Information provided by Heather DuBois and Patrick Davis

• Tuesdays at 10 and 11 a.m.: Little Movers for ages 18 months-4 years. This 30-minute storytime has lots of activity; with songs, stories and action rhymes.

• Tuesdays at 5 p.m.: Crazy 8s Math Club for grades third-fifth. This hour long program explores adventures in math like "Toilet Paper Olympics," "Flying Marshmallows" and "Spy Training." Preregistration required, only open to 15 students.

• Wednesdays at 10 and 11 a.m.: Cub Club for ages birth-3 years. This 30-minute storytime is a baby and toddler lap-sit with songs, stories and finger plays.

• Thursdays and Fridays at 11 a.m.: Preschool Program for ages 2-5. This 30-45-minute program will feature lots of guests like Macaroni Kid, Shreveport Fire Department and Dat Magician. Check the Broadmoor page at www.shreve-lib.org or visit Broadmoor Youth Services department for a schedule.

• Thursdays at 4:30 p.m.: Teen Scene for ages 11-17. This hourlong program will feature games, crafts and activities.

• Saturdays at 11 a.m.: Lagniappe Crew for ages 5-10. This 30-45-minute program will have lots of craft activities for school age children.

• Saturdays at 1 p.m.: Tail Waggin' Tutors for readers ages 4-10. This hourlong program features Miss Beverly and Lulu the therapy dog. Children can practice reading skills by reading to Lulu in an encouraging environment.

Summer Reading Goals

• Read-to-me (birth-6 years): Have 10 books read to them, or complete ten activities on the back of the SRP log sheet.

• Readers (ages 6-10): Read 5 books

• Teens are eligible for prizes too, and have to read a goal of 600 minutes over the course of the summer. The program ends August 15.

Other events:

Marvel Movie Summer, Fridays at 3 p.m. through Aug. 8

Wednesday Blockbusters, June 10, 17, and 24 at 3 p.m.

Talking Comics Comic book discussion group, June 21 and July 19 at 3 p.m.

Marvel Movie Trivia, July 11 at 1:30 p.m.

Superhero Murder Mystery After Library hours lock-in, July 17.


Library programs encourage summer reading





@Star Wars Did you read? I just posted some of it!

@S.U.R.B. @Slav Defence please do contribute....

So far I have only put up articles to help kids to learn...I am looking into how reading is helpful for the brain and other brain related activities...

Feel free to add your own experience and why you like to read...that is if you do






































































































































Book aims to encourage young readers

SHILO KINO
Last updated 12:21, May 28 2015

Tangaroa College teacher David Riley's new book Samoan Heroes has been released just in time for Samoan Independence Day.

Dwayne 'The Rock' Johnson, musician Savage and doctor Papali'i Semisi Ma'ia'i all have something in common.

They're all heroes and they're all Samoan.

Samoan Heroes is the latest book penned by Tangaroa College teacher David Riley and illustrated by Michel Mulipola.

The self-published book about legendary, historical and contemporary Samoan figures is inspired by Riley's desire to get more young Maori and Pacific Island people reading.

The 48-year-old has been teaching for 17 years and has also written biographies on Steven Adams, Sonny Bill Williams and Benji Marshall.

Riley says he saw a need for books that his Polynesian students could relate to.

"I've always been interested in Maori and Pacific cultures probably from growing up in Mangere," he says.

"I love writing and the things I'm writing about and I love my students.

"It was just really hard to find stuff my students would want to read."

Although he is not Samoan himself, Riley believes it is important for young people to grow up knowing their culture.

"A lot of New Zealand-born Samoans don't understand what it means to be Samoan and the history of their culture so this is another reminder."

He approached publishers with his book ideas but was turned down.

"They told me no one wants to read them, no one would buy them. I wrote them anyway because I believed my kids would want to and now people all over New Zealand are reading my books."

Riley first discovered his love for writing after coming across a book by Barry Crump when he was 13.

"It was the first time I read something about normal everyday Kiwis. I sent stories to Barry Crump and he wrote back with a note saying, 'These might be good, I don't know. Just send them around, that's what I did.'

"That little note was enough to inspire me."

Samoan Heroes was crowd-funded last year with members of the public donating $5000 towards publishing and illustration costs.

"I wanted to choose the world's best Samoan' at what they do.

"The book can be used as inspiration, to encourage young people to read, to learn more about Samoan figures or to celebrate their success."

It took Riley three years to research and write the book, with content coming from direct interviews, past media interviews and history books.

One thing that stood out for him is the unsung heroes in the background.

"I learnt that all of them wouldn't be able to do it without the people around them.

"The unsung heroes are the parents who came from the Islands and worked hard jobs and laid the foundation for the next generation."

Riley's next step is a history book on rugby due out at the end of this year.


Book aims to encourage young readers | Stuff.co.nz

































































































































Sorority chapter pushes kids to read

By COREY DAVIS

Staff Writer

Monday, June 1, 2015

Nash-Rocky Mount Public Schools Superintendent Anthony Jackson reads to a group of children Saturday during the Gear Up for Summer Reading event at D.S. Johnson Elementary School.

Daniel Reynolds, 5, listens and reads along during a book reading Saturday as part of a Gear Up for Summer Reading event at D.S. Johnson Elementary School.


The Rocky Mount Alumnae Chapter of Delta Sigma Theta Sorority gave away 150 new books to more than 70 students Saturday at D.S. Johnson Elementary School during the local sorority’s annual event to encourage reading in young school children.

The local Delta chapter, in partnership with Communities in Schools of the Rocky Mount Region and D.S. Johnson Elementary School, hosted “Read-In 2015” to help kindergarten through fifth-grade children keep reading during the summer once school end for the long summer break.

Sherron Deal, executive director of Communities in Schools of the Rocky Mount Region, said reading comprehension is significant to children’s academic excellence.

“Reading is the basics for all of their accomplishments, and it builds up their vocabulary, listening skills and word recognition,” Deal said. “Anything that promotes reading for students benefits them and our local teachers. We want to instill in them the love of reading.”

Inside D.S. Johnson’s gym, children were broken up five groups as members of the Rocky Mount Alumnae Chapter read books out loud to the engaged children.

Nash-Rocky Mount Public Schools Superintendent Dr. Anthony Jackson also gave up his time and came out to read books to the children. Jackson told the children that reading books helps them develop vital language skills, enhance their social skills and open doors to factual information.

In addition, he praised the Rocky Mount Alumnae Chapter of Delta Sigma Theta Sorority and Communities in Schools for collaborating to do something for the betterment of the children.

“This is a great opportunity to celebrate reading in the community,” Jackson said. “The thing that I continue to emphasize is great partnerships build great communities. The other part about this event was there were a lot of parents that stayed instead of just dropping their children off, and this event is just a great example of some of the good things happening in our community.”

Katrina Alston Joyner, president of the Rocky Mount Alumnae Chapter who has been a teacher for 28 years at Baskerville Elementary School, said research shows that during summer vacation, students loose what they’ve learned during the school year.

“We’re hoping by pushing for continuous summer reading that it will close the gap when they return to school,” she said. “In some cases, books aren’t affordable for families, and a lot of children don’t have access of getting to the library. We’re grateful that we were able to give away as many books as we could.

“The early years of building reading into children are so important that the hope is their reading skills continue to develop as they transition into middle school and eventually to high school.”

Michelle Royster, principal of D.S. Johnson Elementary School and a member of the sorority, said the “Read-In” program provided an atmosphere to children that reading doesn’t always have to be tied to school work.

“When you’re trying to get kids to read, we’re always competing against television and technology,” Royster said. “Most of the time reading is stressed as a source of information and learning, but we wanted to make this program as an opportunity for children to see reading as fun and something that they will enjoy doing on their own time.”


The Rocky Mount Telegram

THE HELL EVERYTHING IS SQUASHED TOGETHER @WebMaster this is absurd! Who the hell will read that shit?





























Teen Queen Cathy launches Book Nook

• 15:48, 2 JUNE 2015

Cathy Cassidy opens the Book Nook reading centre at West Kirby Grammar School

Students at West Kirby Grammar School enjoy an exclusive reading by best selling author Cathy Cassidy

The UK’s Queen of teen, author Cathy Cassidy, has officially opened the Book Nook – a new reading centre at West Kirby Grammar School.

Dozens of students queued to get autographs from the best selling fiction writer who also read sections from her latest novel Looking Glass Girl.

“The Book Nook is a special area within the school, designed to encourage a love of reading. We are delighted that an author of Cathy’s stature gave her time to perform the opening ceremony and talk to the girls,” said West Kirby Headteacher Alison Duffy.

A former primary school teacher Cathy went to art college in Liverpool before going on to become a writer and agony aunt on teenage magazines such as Jackie and Shout.

She’s penned more than 20 bestsellers for teenage girls and is Penguin Books most popular teen writer.

“It was wonderful to visit West Kirby and see what the school is doing to encourage reading. I’m sure the Book Nook will be very popular,” said Cathy.


Teen Queen Cathy launches Book Nook - Liverpool Echo

 

[Gauss]

didnt read a single word in the two posts above. but i'll tell ya what makes one read or not read. what makes one a reader are good books. what makes one a non-reader are bad books. this kinda implies 'dont read american books, read british or european ones translated into english'

 

[Dubious]

Abstract from the Australian Journal of education

“She knows what I like”: Student-generated best-practice statements for encouraging recreational book reading in adolescents
Margaret Kristin Merga
Edith Cowan University, Australia; Lecturer in Teacher Education, School Of Education, Murdoch University, Australia

Abstract
The benefit of recreational book reading is well recognized, however the role of teachers in encouraging recreational reading beyond the primary school years of skill acquisition is not clearly defined. In 2012, the West Australian Study in Adolescent Book Reading was undertaken in 20 schools in Western Australia. As part of the study, students from selected classes in Year 8 and Year 10 reflected on the encouragement of recreational book reading given by their primary school and high school teachers in the past and at present. This provided a direct end-user perspective on perceived teacher attitudes and practices that supported adolescent recreational book reading. The information was analyzed to identify specific mechanisms of encouragement that students deemed effective. Findings indicated that best practice included exhibiting personal enjoyment of recreational book reading; demonstrating willingness to instigate and support student-centered discussion around books; possessing broad knowledge of both young adult texts and youth popular culture; effectively communicating expectations that students will read at school and at home; learning about the interests and aspirations of the students; and using in-class practices that encourage reading for pleasure, such as reading aloud to students and silent reading.
“She knows what I like”: Student-generated best-practice statements for encouraging recreational book reading in adolescents




























From Journal of transformative studies:

Promoting Transformative Learning Through Reading Fiction
Chad Hoggan1⇑
Patricia Cranton2
1Department of Leadership, Policy and Adult and Higher Education, North Carolina State University, Raleigh, NC, USA
2Lakeville Corner, New Brunswick, Canada
Abstract
This article is a report on research into the role of fiction in promoting transformative learning in higher education settings. Participants were 131 undergraduate and graduate students from two universities in the United States. To determine the type of learning promoted by reading fiction, we performed qualitative analyses on participants’ written reflections following a learning activity that included the reading of a fictional short story. Our major findings consisted of the following three categories: promoting change (with subcategories of promotes desire for change and stimulates change), new perspectives (with subcategories of opens eyes to new perspectives and opens new/more holistic perspectives), and fosters critical reflections. Supplementary findings were connections with personal experiences, emotional responses, and role models in the story. The types of learning described by our participants coincide with processes that promote transformative learning.

Promoting Transformative Learning Through Reading Fiction
























Abstract from School of Psychology International:

The effects of family cultural capital and reading motivation on reading behaviour in elementary school students
Shao-I Chiu⇑
Taipei College of Maritime Technology, Taiwan, ROC
Abstract
This study proposed and tested a structural model of the effects of family cultural capital and reading motivation on reading behaviour in elementary school students. Participants were 467 fifth and sixth graders from elementary schools in Changhua County, Taiwan. The instruments employed in this study included the Family Cultural Capital Scale, Reading Motivation Scale, and Reading Behaviour Scale. The analyses revealed: (a) The observed data fit the proposed model; (b) family cultural capital had a significant direct effect on reading motivation; (c) reading motivation had a significant direct effect on reading behaviour; and (d) family cultural capital had a significant indirect effect on reading behaviour. Implications emerging from these findings are provided for both school personnel and researchers.

The effects of family cultural capital and reading motivation on reading behaviour in elementary school students






























Human Brain Mapping
Volume 36, Issue 5, pages 1963–1981, May 2015

Reading in the brain of children and adults: A meta-analysis of 40 functional magnetic resonance imaging studies
Anna Martin1,2,
Matthias Schurz1,
Martin Kronbichler1,2 and
Fabio Richlan1,*

Abstract
We used quantitative, coordinate-based meta-analysis to objectively synthesize age-related commonalities and differences in brain activation patterns reported in 40 functional magnetic resonance imaging (fMRI) studies of reading in children and adults. Twenty fMRI studies with adults (age means: 23–34 years) were matched to 20 studies with children (age means: 7–12 years). The separate meta-analyses of these two sets showed a pattern of reading-related brain activation common to children and adults in left ventral occipito-temporal (OT), inferior frontal, and posterior parietal regions. The direct statistical comparison between the two meta-analytic maps of children and adults revealed higher convergence in studies with children in left superior temporal and bilateral supplementary motor regions. In contrast, higher convergence in studies with adults was identified in bilateral posterior OT/cerebellar and left dorsal precentral regions. The results are discussed in relation to current neuroanatomical models of reading and tentative functional interpretations of reading-related activation clusters in children and adults are provided. Hum Brain Mapp 36:1963–1981, 2015. © 2015 Wiley Periodicals, Inc.

Reading in the brain of children and adults: A meta-analysis of 40 functional magnetic resonance imaging studies - Martin - 2015 - Human Brain Mapping - Wiley Online Library

Conclusion:

The pattern of results in the OT cortex was of specific interest, as it suggests an early engagement of left anterior and middle OT regions (corresponding to the VWFA) in beginning readers, whereas posterior OT regions exhibited specifically reading-related recruitment only in more experienced readers. Likewise, the left dorsal PRG may serve as an important hub between functional networks relevant for reading primarily in adult readers, whereas the left IFG plays an important role in linguistic and nonlinguistic processes early on in reading acquisition.



Reading in the brain of children and adults: A meta-analysis of 40 functional magnetic resonance imaging studies - Martin - 2015 - Human Brain Mapping - Wiley Online Library










English Language Teaching; Vol. 8, No. 5; 2015 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education:

Does E-Reading Enhance Reading Fluency?
Rahima S. Akbar, Hanan A. Taqi, Abdulmohsin A. Dashti, Taiba M. Sadeq

Abstract

Extensive reading is reading as much as possible, for one’s own pleasure, at a difficulty level at which one can read smoothly and quickly. In the domain of reading, this paper investigates the effect of extensive reading from e-books, through utilizing a number of downloadable reading application programs on the students’ e-devices, as opposed to traditional book-reading in an ESL context. It aims at providing answers as to how e-book reading affects the students’ reading rate, their reading comprehension, and their attitudes to reading. A group of 40 freshman female students studying in the College of Basic Education, in the English Department participated in the study. Students’ writing diaries together with two questionnaires made up the tools of the study. The data was analyzed both quantitatively and qualitatively. The findings indicate that e-reading may accelerate the progress of the students’ reading rate, which might be due to the utilization of the reading application features that trains the students to practice faster rates of reading. As for the comprehension level, the students reported lower levels when they read from an e-resource. On the other hand, the students’ attitudes towards e-reading tend to be less positive when compared to conventional book reading, due to a number of extraneous factors that were not part of the inherent nature of the e-reading activity. Future studies on e-reading, whereby confounding factors will be rigorously controlled for are highly recommended to reach out more conclusive findings on the matter.

Does E-Reading Enhance Reading Fluency? | S. Akbar | English Language Teaching





























I think I just found a study that explains why South Asians with RATTA system background behave in a certain way...

Getting Hooked On Phonics Activates Parts Of Brain Used By Skilled Readers
Jun 2, 2015 10:32 AM By Ed Cara

Learning a new language via phonics may stimulate areas of the brain known to be used by advanced readers. Photo courtesy of Shutterstock


How we learn to read might influence the connections we make in our brain, according to a recent Stanford University study published in Brain and Language.

The study trained adults to read words via a new writing system, either through memorizing entire words or by learning how to link letters to the sounds of words. It then found that the neural activity during a later reading test was significantly impacted by learning instructions. Specifically, the left hemisphere of the brains lit up more for words introduced within a "letter-sound," or phonic, instruction approach to beginning reading. Similar effects occurred for both words that were already taught under this approach, and also for new words they had never seen before, as long as they contained the same letter-sound information. According to the study authors, this left-brain processing is more often seen among skilled readers. And they feel that their results may provide insights about how a teacher’s approach, like the decision to employ phonics-based activities, may impact changes in the brains of beginning readers.

Recruiting 16 students, the authors spent two days to train them how to read words printed in a newly made-up alphabet. Comprised of simple half-loops and slashes, the new word symbols were taught by presenting each along with a spoken English word. The researchers wanted to know how just changing one thing — the way the instructor introduced the learning task — might impact not just how well words were learned, but what brain circuits were activated with different approaches to learning. So, for half the words, the instructor introduced the task as one that needed the students to focus their mind on small letter- like parts within each new word symbol and link them in their mind’s ear with the elementary speech sounds — also known as phonemes — in each corresponding spoken English word. For the other half of the symbols, students were simply asked to associate each whole word symbol with the corresponding spoken English word.

They were then given a reading task and hooked up to a machine that recorded their brain’s electrical activity — a electroencephalogram (EEG). This allowed the researchers to look at very fast brain responses to the newly learned words. How fast? Faster than the blink of an eye, explained study co-author Dr. Bruce McCandliss to Medical Daily. Within this brief moment, the students’ brains lit up as they saw each newly learned word. The authors were amazed to find that the pattern of brain activity depended on how the instructor had previously set up the learning task. Students showed greater activity in their left hemispheres for words learned within letter-sound instruction, but greater right hemisphere activity was present for words learned under whole word memorization instruction. The authors concluded that since letter-sound instruction forced students to piece together aspects of what they had learned, it required different areas of the brain to be used than would memorization. "And these left hemisphere brain regions are crucial to children on the path from pre-reader to skilled-reader," McCandliss said.

Though the study had several limitations, as does all research, McCandliss believes their results, coupled with his previous findings, display a clear pattern of how our brains respond to different reading instruction techniques. "In the earlier 2010 version of this study, it was remarkable to us that even though the adults in the study were fully literate and well versed in language, a simple instruction given to them just before learning trials began could have such a profound effect on brain activity so rapidly," he said. "Given that these subtle instructional biases can even influence highly skilled adult readers learning to read a new writing system, it becomes even more important to understand their impact in children, at the outset of learning their first writing system."

For quite some time, there has been a fierce debate among the education field as to whether a phonics-based approach to early reading is significantly better than other teaching approaches, though the study authors are clear about their stance. "Overall, relative to approaches that promote memorization of the spelling patterns of entire words, sublexical phonics-based strategies yield superior reading acquisition outcomes according to behavioral cognitive psychology meta-analyses and systematic investigations of curriculum effects," they wrote.

Some educators are still a bit wary of these conclusions, however, including Dr. Andrew Davis, a former teacher and research fellow in Durham University’s School of Education. Davis, in a 2013 paper, criticized the rigorous adoption of the Synthetic Phonics (SP) technique in UK primary (grade) schools. "Studies allegedly showing that intensive discrete SP lessons improve reading achievement in comparison with control groups of similar pupils, rarely if ever indicate the exact nature of the lessons concerned," Davis wrote. He further explains that attempting to quantify the influence of any specific teaching style is much unlike performing the clinical trial of a new drug. How teachers respond in real time to the differing needs and abilities of their children during a lesson cannot be simply graphed, and by overwhelming focus on any one method, you risk neglecting students’ capabilities, Davis wrote. Which isn’t to say that he disapproves entirely of teaching phonics.

"This does not mean that children should not be taught conventional letter-sound associations, nor does it imply that teachers should never encourage pupils, for instance, to 'sound out' simple words," he wrote. "It is rather that I seek to oppose the universal imposition of text decoding outside ‘real’ reading contexts."

For their part, the Stanford study authors are cognizant of the need for flexibility in teaching, but they hope their research can highlight potential avenues for better outcomes among early readers. "If children are struggling, even if they're receiving phonics instruction, perhaps it's because of the way they are being asked to focus their attention on the sounds within spoken words and links between those sounds and the letters within visual words," McCandliss elaborated in a statement released by the college. "We can direct attention to a larger grain size or a smaller grain size [of phonemes], and it can have a big impact on how well you learn."

And if nothing else, McCandliss notes that their study is among the first to illuminate the physical changes that different teaching strategies can have our brain, especially when it comes to picking up a new writing system. "It’s been long known that the pathway from beginning reader to highly skilled reader typically involves increasing recruitment of left hemisphere visual regions," he told Medical Daily. "This new finding suggests that part of this effect may be influenced by something as subtle as the way an instructor frames the approach to learning at the outset."

Source: Yoncheva Y, Wise J, McCandliss B. Hemispheric specialization for visual words is shaped by attention to sublexical units during initial learning. Brain and Language. 2015.


Getting Hooked On Phonics Activates Parts Of Brain Used By Skilled Readers

 

[Star Wars]

I was away from the my computer and Internet for last 2-3 months only visiting cafe every now and then. thats when i really got the habit of reading.

 

[Gufi]

didnt read a single word in the two posts above. but i'll tell ya what makes one read or not read. what makes one a reader are good books. what makes one a non-reader are bad books. this kinda implies 'dont read american books, read british or european ones translated into english'

goes deeper then that, upbringing, ability to move away from electronics, a vivid imagination is what needs to be nurtured, will give a longer reply when I am freer. But for those who read, if nothing else, pamphlets are good enough at times. But books by Russians, Japanese, even some books from the subcontinent in english are so well written that one wants to delve into another world.

 

[livingdead]

I used to like story books when I was a kids.. but they were all tiny and were in my mother tongue. Stopped reading anything outside my courseware when I reached college, and it has been like that mostly ever since.
I managed to read some crappy shidney sheldon novels ( @RAMPAGE ) but that was it mostly.
Now I got too low attention span, and novels are too much an investment in time. May be I should have some sort of new year resolution to read one novel per month or something.

 

[Gufi]

Now I got too low attention span, and novels are too much an investment in time. May be I should have some sort of new year resolution to read one novel per month or something.

Find your passion and explore it in other people's worlds. Sidney has a very limited ability to inspire compared to classics or books on the human mind. I would recommend the The White Tiger, a book written by an Indian author which you can relate to I guess. It is a must read for you.
The White Tiger is the debut novel by Indian author Aravind Adiga. It was first published in 2008 and won the 40th Man Booker Prize in the same year

 

[livingdead]

Find your passion and explore it in other people's worlds. Sidney has a very limited ability to inspire compared to classics or books on the human mind. I would recommend the The White Tiger, a book written by an Indian author which you can relate to I guess. It is a must read for you.
The White Tiger is the debut novel by Indian author Aravind Adiga. It was first published in 2008 and won the 40th Man Booker Prize in the same year

ah.. I have read that.. somebody gave me I think..
very nice book.. with undercurrent of tension and violence in modern India.. and I love his small & simple sentense style, compared to other subcontinent authors ( rushdie, roy etc I tried and gave up), this was right sized and not too difficult to understand.

 

[Gufi]

very nice book.. with undercurrent of tension and violence in modern India.. and I love his small & simple sentense style, compared to other subcontinent authors ( rushdie, roy etc I tried and gave up), this was right sized and not too difficult to understand.

Read classic Russian literature to understand human feelings, read Haruki Murakami to understand alternative thought processes, and books like the alchemist too find love for reading. Start with The Alchemist, or The Zahir, both books which are not long and make one think of the paths one follows without questioning.
The Alchemist (Portuguese: O Alquimista) is a novel by Paulo Coelho first published in the year 1988. Originally written inPortuguese by its Brazilian-born author, it has been translated into at least 67 languages as of October 2009.[1] An allegorical novel,The Alchemist follows a young Andalusian shepherd named Santiago in his journey to Egypt, after having a recurring dream of finding treasure there.
The book is an international bestseller. According to AFP, it has sold more than 65 million copies in 56 different languages, becoming one of the best-selling books in history and setting the Guinness World Record for most translated book by a living author.[2]

 

[Slav Defence]

Yes @Akheilos
Infact,when I was in my matriculation,I earned eager reader's award-besides all this I earned 1st,2nd and 3rd prize for English book review, Urdu book review and comprehension simultaneously. I remember my teacher's response while announcing my name again and again
I have read Naseem Hijazi,Ashfaq Ahmed,Bushra Rehman..hated mantoo and chughtayee.In English my selection was random, preferred reality over fiction.
Nowadays, I am not reading much.Infact I can't even finish single course book provided by department.Just make notes out of them.
Maybe because my preference are changed.I like to look at video rather than reading about it in difficult words
At Pakistan defense, I remember that there was trouble when I had to decide between @jhungary and @Nihonjin1051 b/c of professional experience vs authentic book research.
At Pakistan defence,we aim to create a professional reading environment-a place for learned class so that we could generate useful information.For warmongering ,you have other websites,albeit a healthy discussion is beneficial itself.
Regards

 

[xyxmt]

No matter how useless a book is, a reader always gains some knowledge from it. The only way to get children into a reading habit is if schools encourage reading outside of mandatory text books, by having class period assigned to only reading non-curriculum books and writing a book review and grading it as part of final exam.

 

[Dubious]

Ashfaq Ahmed

I only recognize this one as my parents and Mumani read to us......She bought a magazine (I am not sure what it was but it was thin so I assume it is a magazine) with short stories and read to us when we visited her....And I remember each story she read.....was very interesting

My interest in English is also random, since going into research it has titled into all sections of research from the brain to the food to molecular biology (which of course is my field). But before research it was more fiction than anything else...I dont think I have read much of anything else....Well, maybe a bit of historical but still alot more religious stuff- not biographies...I just couldnt get interested in ANY biography. The only one I probably managed to read more than half was the Last Tsar of Russia....I had flipped through the Benazir one we had found at the library but it didnt interest me at all....

No matter how useless a book is, a reader always gains some knowledge from it. The only way to get children into a reading habit is if schools encourage reading outside of mandatory text books, by having class period assigned to only reading non-curriculum books and writing a book review and grading it as part of final exam.

That is what all my posts say + PARENTS need to maintain the same environment at home and also encourage. Public libraries can make all these days/ plans/ programs but it falls on the parents to take their children to such events and be a member of the library where kids can get books!

 

[Slav Defence]

I only recognize this one as my parents and Mumani read to us......She bought a magazine (I am not sure what it was but it was thin so I assume it is a magazine) with short stories and read to us when we visited her....And I remember each story she read.....was very interesting

My interest in English is also random, since going into research it has titled into all sections of research from the brain to the food to molecular biology (which of course is my field). But before research it was more fiction than anything else...I dont think I have read much of anything else....Well, maybe a bit of historical but still alot more religious stuff- not biographies...I just couldnt get interested in ANY biography. The only one I probably managed to read more than half was the Last Tsar of Russia....I had flipped through the Benazir one we had found at the library but it didnt interest me at all....


That is what all my posts say + PARENTS need to maintain the same environment at home and also encourage. Public libraries can make all these days/ plans/ programs but it falls on the parents to take their children to such events and be a member of the library where kids can get books!

I advise you to watch ashfaq Ahmed's drama: "Mun chalay ka sauda".The stiry revolves around a rich man who got fedup with every day pressures and obnoxious married life.The best part about this drama is that when a rich man tried to leave world,than how he was chased via success and heavy investments.
Regards

 

[Gufi]

No matter how useless a book is, a reader always gains some knowledge from it. The only way to get children into a reading habit is if schools encourage reading outside of mandatory text books, by having class period assigned to only reading non-curriculum books and writing a book review and grading it as part of final exam.

Ah the issue is much deeper then that. Kids today do not read books, even text books..... Tuition and spoon feeding, memorising for exams from guides, and an over all neglect for any type of real education with research or even worse, opening books and actually reading. You are first going to have to introduce different books which do not have cd's stuck to the back of them, change the exam structure to only ask conceptual questions, and I have a new innovative idea of asking questions outside one guide or book forcing children to research topics and read from different sources.
And the question how to make reading interesting is something both the parents and the school have a part in. Take your child to the middle of no where and take away the electronics and hand him a good old book, whether it be Harry Potter, The fantastic five, Winnie the Pooh, or you know whatever is right for his age and likes.
Another way could be schools having plays on old books by Dahl like the Chocolate factory, or The giant peach etc.... You get the idea I guess
I like the idea of making children read but I would not encouraging novels to be a task, because at the end of the day it becomes cumbersome.
Let us try and get some super readers here
@Armstrong How to get people to read more....
@Nihonjin1051 how is it in Japan, and what can you share with us on the issue of getting children to read more
@SvenSvensonov other then stuffing people in subs, how else can we get children to read....

Nowadays, I am not reading much.Infact I can't even finish single course book provided by department.Just make notes out of them.
Maybe because my preference are changed.I like to look at video rather than reading about it in difficult words

That is the problem of today... Videos and audio with no real trend towards reading... Why read a book when the movie shows u a 2 hour version... But books can make you think, make you question things, make your concepts so much clearer, but if our former readers are giving up, how will we get the children of tomorrow to read.