Digital books and reading experiences are everywhere: we read the news on our laptops, articles on tablets, and Twitter on our phones. But how does this kind of reading compare to reading “the old-fashioned way,” in paper books and newspapers? More specifically for parents, do children get all the same meaning from reading text on a screen that they would if they were to read the same text on paper? Read the article
If you have not yet read Emily Harmon’s article in this past weekend’s New York Times, you should stop reading this blog and go directly to the link here. And if you did read the piece in the Sunday Review, you surely are still shaking your head over it.
Next time you settle down to read with your child (of any age), feel good about the fact that there are lots of things that you’re doing to help him/her become a strong reader. Here are 10 specific things you are doing – or could be doing – that make a difference!
You’re… Read the article
What are the job requirements when it comes to the role of raising strong readers? In other words, what are schools counting on parents to do early, and what does that look like during reading time at home? Read the article
Maria, a second grader, stands in front of the shelves during library time, trying to choose books to bring home for the week. She knows that the rule is she needs to take out a book that has a tag that matches with her reading level, L. At home she has a copy of Frog and Toad are Friends and wants another book in the series, so she gets excited when she sees Frog and Toad All Year on a nearby shelf. Unfortunately, there on the book spine is a big letter K, which is below her level so she can’t bring it home. She’s disappointed, but then she remembers that she saw her friend reading a book that looked like fun, The Day the Crayons Quit. When she finally finds it on the shelf, Maria realizes it’s a level M, above her reading level.
Is matching library book choice to reading level a good policy?
In many schools, children are tested to determine their reading levels, and teachers use that reading-level information to design classroom instruction. Last week, we wrote about the important things that parents need to know about reading levels, but there have been lots of other parent questions, too. Here’s our attempt at brief and accessible answers to your reading level questions!
The new school year has begun, and for many parents of early readers (grades 1-3), that means there will be a reading level assigned. It’s not the case in every school, but in lots of districts reading levels are used to group children for guided reading and overall support (sometimes even starting in kindergarten).
The reading level process creates a lot of questions for parents (see next week’s blog for an FAQ!). But most importantly, parents need to know WHY a child is at a certain level. That’s because until you know your child’s specific strengths, and the bucket(s) of skills your child needs to work on, it will be harder to support reading growth at home and to make sure that there is enough time spent in school working on your child’s reading needs. Read the article
This week, a podcast came out that is most definitely worth sharing: it’s called Hard Words: Why aren’t kids being taught to read?
The author, Emily Hanford, is a correspondent for APM’s (American Public Media) EDUCATE podcast. In a recent email sent to researchers and literacy professionals, she wrote something that I wholeheartedly agree with, and that I think all parents should read:
As the new school year begins, families everywhere are setting new routines that will make mornings less rushed and evenings less crazy. But let’s face it: it takes a lot of energy to make children follow through on those earlier bedtime routines, the getting-up-and-out-the-door routines, and the regular homework plans. Read the article
The summer is just about over, and like many parents, you might be trying to decide whether to sign your young children up for music lessons or sports experiences or academic enrichment classes starting in the fall. A recent report, however, might make you decide to save your money.
The American Academy of Pediatrics’ (AAP) released a policy statement on Monday explaining that there are so many structured activities and so much screen time in some young children’s lives that doctors may need to start handing out prescriptions for free play. Read the article