- 1. Hard Cover Print Library/
Themed Literacy Sets
|
Impact of
Non-Fiction Text |
- •
Reading of non-fiction text improves student achievement.
(Palmer and Stewart, 2005)
- •
Non-fiction text motivates students to seek answers to questions about the world.
(Guthrie 1996, Sweet and Guthrie, 1996)
- •
“Non-fiction can facilitate students’ understandings of a wide range of topics, thereby
providing an important complement to textbooks.” (Moss and Hendershot, 2002)
- •
Interactive reading of nonfiction texts improves children’s reading.
(Oyler and Barry, 1996)
|
Major Impact of
Student Choice |
- •
Providing students with opportunities to choose their own books and time to read
during content area classes allows students to engage with interesting texts that they
themselves have chosen. (Vacca & Vacca, 2005)
- •
Having choices of what to read is a proven motivator for students.
(Moss and Hendershot, 2002)
- •
“Having an abundance of available books enables students to answer their questions
and foster their sense of wonder.” (Guthrie, Alverson, and Poundstone, 1999)
|
| Use of Leveled Text |
- •
Exemplary content area instruction includes the use of multiple texts with varied
difficulty levels. (Allington and Johnston, 2002; Jaggar & Smith-Burke, 1985)
|
- 2. Easy-to-use lesson plans,
support materials, instructor
guides and professional
development
|
Differentiated Instruction |
- •
“The more learners are situated at the center of their own learning process, the
greater the extent of their understanding and mastery of desired outcomes.”
(McTighe, Jay and Brown, John L., 2005)
|
- 3. State-of-the-Art
Listening Library
|
Benefits of Read-Along |
- •
Children who hear a book repeatedly respond more deeply, with greater
interpretation. (Martinez & Roser, 1985; Morrow, 1988)
- •
“By listening to good models of fluent reading, students learn how a reader’s voice
can help written text make sense.”
(Center for the Improvement of Early Reading Achievement, 2003)
|
- 4. Paperback Fiction Collection
|
Motivation to Read |
- •
“Kids say that the #1 reason why they do not read more is because they cannot find
books they like to read.” (Yankelovich and Scholastic, 2006)
- •
Increases in intrinsic motivation are related to breadth and frequency of reading.
(Guthrie, Wigfield, Metsala, & Cox, 1999; Guthrie et al, 1996)
|
| Benefits of Series Books |
- •
Series books encourage reading for pleasure and promote improved decoding and
comprehension. (Feitelson, and Goldstein, 1986; Rosenhouse, Feitelson, Kita, and
Goldstein, 1997)
|
Positive Effects of
Frequent Reading |
- •
Children’s reading frequency is a predictor of their reading comprehension.
(Wigfield, Guthrie, Tonks, and Perencevich, 2004)
|
Independent Reading
Promotes Academic
Achievement |
- •
Independent reading outside of school is correlated to improved vocabulary and
reading comprehension.
(Guthrie and Greaney, 1991; Taylor, Frye, and Maruyama, 1990)
|
- 5. After School Fun and Learning Center
|
Importance of Student
Information Technology
Literacy |
- •
“There is no dispute over the need for America’s students to have the knowledge and
competence to compete in an increasingly technology-driven world economy.”
(U.S. Department of Education, Office of Educational Technology, 2004)
|
Technology Use and
Improved Literacy |
- •
“Contrary to what might be expected, kids who use technology devices to read or
listen to books are more frequent and more engaged readers.”
(Yankelovich and Scholastic, 2006)
|
