The Lost Art of Reading for Pleasure

2020 ◽  
pp. 212-242
Author(s):  
Tracey Sanderson
Keyword(s):  
Educational Achievement ◽  
Learning To Read ◽  
What Works ◽  
Reading For Pleasure ◽  
Innovative Solutions ◽  
Night Call

Diving into a book and losing yourself in a world peopled by your imagination is a joy that lovers of literature have reveled in for as long as there have been stories. Whether people seek to be excited, terrified, challenged, entertained, or informed, it begins with the pleasure of reading a book. Learning to read is a cornerstone of educational achievement. How to encourage a passion for reading so children want to engage is poorly understood. The role parents play and how support is offered to parents to ensure inclusive, respectful, and responsive strategies that support all families requires investigation. The “read to your child every night” call is no longer enough. Teachers need the support of parents to look to innovative solutions. This chapter investigates how teachers can support parents by asking five diverse and geographically remote parents what works for them.

CBM Elements III

2009 ◽  
pp. 142-173
Author(s):  
Patricia A. Young
Keyword(s):  
Educational Achievement ◽  
Baby Boom ◽  
Demographic Data ◽  
Geographic Area ◽  
Census Bureau ◽  
Human Beings ◽  
Nuclear Families ◽  
What Works ◽  
Multiple Characteristics ◽  
Design Factors

This chapter continues with CBM Elements and the design factors related to the anthropology of culture. Cultural demographics and Cultural environment are covered in their entirety. Cultural demographics provide the characteristics of a population for a geographic area. Geographic areas are identified by levels such as nation, state, city, county, tracks, blocks, province, and so forth (U.S. Census Bureau [USCB], 2005). This information is usually statistical. Demographic data provide mostly a quantitative picture of a population and aid in predicting economic or market trends. Through the use of demographic data, predictions about populations can be made in reference to increases in the demand for food, clothing, educational achievement, entertainment, housing, insurance, investments, health services, and so forth. Examples of Westernized demographic trends include: baby boom years, single parent families, two income families, and nuclear families. Demographic data are also culture-specific and can not be generalized to other populations. A culture-specific example is data from Japan’s 2000 census that calculated the total population of males at 62,110,764 males to 64,815,079 females. The number of females outnumbers males by 2,704,315 (Statistics Bureau of Japan, 2000). The collection of demographic data is unique to each society or culture. What works for one culture may not work for another. Or the collection of such data may not be operational due to other social, political, or economic factors. The characteristics of a population might include data based on the following: age, assets, birth, death, density, disease, educational achievement, ethnicity, family, growth, housing, incarceration, income, language, marital status, migration, mobility, occupation, race, sex, and size (USCB, 2005). All of these characteristics are described in this chapter. The collection of demographic data could begin with an examination of characteristics in a population such as “age” and multiple characteristics of a population, such as sex, income, household, geographic areas, disease, marriage, and so forth. Therefore, the data collection might look at age and its relation to sex, or age and income, or age and household. The guiding questions, in this section, focus on human beings; however they can be adapted to other species and entities.

The Relationship between Reading and Writing

1972 ◽  
Vol 2 (2) ◽  
pp. 109-117
Author(s):  
Raymond A. Rogers
Keyword(s):  
Learning To Read ◽  
Reading And Writing ◽  
Pleasure Reading ◽  
Reading For Pleasure ◽  
The Relationship ◽  
Natural Way

Writing and speaking are basically different activities, and they must be separately developed. The first step in learning to write is learning to read. The natural way to improve one's writing is to cultivate the habit of reading for pleasure. Reading is the easiest, fastest, most convenient, most enjoyable, and most generally effective way to better writing.

scholarly journals The Value of the We Love Reading Program for Executive Functions In Jordanian Children

10.29007/t1p1 ◽  
2020 ◽  
Author(s):  
Rana Dajani ◽  
Alya Al Sager ◽  
Diego Placido ◽  
Dima Amso
Keyword(s):  
Executive Functions ◽  
School Readiness ◽  
Family Income ◽  
Educational Achievement ◽  
Critical Role ◽  
Reading Program ◽  
Read Aloud ◽  
Number Of Children ◽  
Reading For Pleasure ◽  
The Impact

Early childhood enrichment opportunities have been shown to shape Executive Functions (EFs), which in turn play a critical role in the development of academic skills, including school readiness and future educational achievement and mobility. We partnered with We Love Reading, a Jordan-based organization designed to promote reading for pleasure among children, in order to examine the impact of the WLR read-aloud method on executive functions in children. Children completed a battery of executive functions tasks and parents filled out behavioral and demographic assessments of their children. Over a six month interval with the WLR program, we found that the number of books in the home and the number of children that considered reading as a hobby had increased. Changes in reading in the home from baseline to post-WLR also predicted larger improvements in executive functions, and particularly for younger children and for families who reported lower family income.

scholarly journals Humanitarian innovation: The next step for greater impact

2021 ◽  
Author(s):  
Jennifer Wilde ◽  
Dan McClure
Keyword(s):  
Large Scale ◽  
Scale Up ◽  
Silicon Valley ◽  
System Innovation ◽  
Small Scale ◽  
Work Demands ◽  
What Works ◽  
The Social ◽  
Innovative Solutions

Since 2010, the aid sector has invested significant funds in innovation practice, implementing pilots and other practices borrowed from Silicon Valley. While this has supported some impact, the aid sector has now hit a plateau with innovation, struggling to scale what works, frustrated by ‘digital litter’ (unsustainable technology projects), trying to overcome the small innovation trap, and ‘pilotitis’ (fatigue from implementing small-scale projects that never scale up). Many innovation leaders in the social and development sectors are realising that the ‘lean’ innovation approaches commonly used do not work well for the complex challenges in their sector. To create the change and impact that our work demands, organisations must be able to work with real and messy challenges, and create large-scale innovative solutions. The sector is beginning to use system innovation to move past simplifying challenges in lean experiments and hackathons. This paper discusses how system innovation can support humanitarians to take the next step to innovation effectiveness, to create real impact in communities.

Addressing African American English in Early Literacy Assessment and Instruction

2008 ◽  
Vol 15 (2) ◽  
pp. 54-61 ◽  
Author(s):  
Nicole Patton Terry
Keyword(s):  
African American ◽  
Early Literacy ◽  
American English ◽  
Critical Role ◽  
Literacy Skills ◽  
African American English ◽  
Literacy Assessment ◽  
Learning To Read ◽  
Speech Language Pathologist ◽  
Early Literacy Assessment

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

What Works?

ASHA Leader ◽  
2007 ◽  
Vol 12 (5) ◽  
pp. 10-10
Author(s):  
Wayne A. Secord
Keyword(s):  
What Works

Raynaud's, Ischemic Finger: What Works, What Doesn't

2011 ◽  
Vol 42 (3) ◽  
pp. 38
Author(s):  
BRUCE JANCIN
Keyword(s):  
What Works

Functional and structural neural plasticity effects of literacy acquisition in adulthood

2019 ◽  
Vol 30 (2) ◽  
pp. 97-107
Author(s):  
Melanie Boltzmann ◽  
Thomas Münte ◽  
Bahram Mohammadi ◽  
Jascha Rüsseler
Keyword(s):  
Neural Plasticity ◽  
Adult Literacy ◽  
Writing Skills ◽  
Literacy Skills ◽  
Written Language ◽  
Learning To Read ◽  
Workplace Literacy ◽  
Functional Illiteracy ◽  
Brain Changes ◽  
Definition Of

Abstract. In Germany, 7.5 Million individuals between 18 and 64 years are considered to be functionally illiterate (Grotlüschen & Riekmann, 2012). Functional illiterates have only rudimentary literacy skills despite attending school for several years. Although they can use written language to a very limited extent, only few functional illiterates attend literacy courses for adults. In addition, most adult literacy courses primarily aim at promoting basic reading and writing skills. Offers specific to workplace literacy are scarce. This review gives an overview of the definition of functional illiteracy. Afterwards, a specific literacy program (AlphaPlus) and its effectiveness will be presented. The reviewed studies indicate that learning to read in adulthood is associated with structural and functional brain changes.

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