Bibliography of Books and Articles

 

1. Allington, R. L., & Cunningham, P. M. (2002). Schools That Work Where All Children Read and Write (54-56). Boston, MA: Allen & Bacon.

 

2. Brassell, D. (2003)

 

This article begins by telling how a young man discovered a need in his community and took action. The need was the serious lack of access to books for many children in the community. The author then provides the research dealing with the importance of providing quality reading material in order to get students to read more. He points to various studies that support the idea that poor access to books produces poor readers, and that students exposed to reading at an early eage are more likely to make reading a lifetime habit. He then goes on to tell how the young man and his mother created

 

 

3. Brassell, D. (2003). Sixteen Books Went Home Tonight: Fifteen Were Introduced by the Teacher, The California Reader, Vol. 36 No. 3, 33-39, Retrieved December 11, 2005, from

 

This article went over the impact that read alouds and class libraries have on student reading. A teacher - Ms. Washington and her classroom were profiled. The classroom received help in setting up a classroom library. The article continued to show how interest in books increased with the introduction of the library. Ms. Washington also increased her read aloud time and independent student reading time. These components of her classroom resulted in increased reading and interest in book in this classroom. (Margaret Kolke)

 

As this teacher increased the number of books in her classroom library and introduced them to her students, she found that more and more interest was taken in the reading. Educators need to provde high interest materials to maximize motivation. The greater access students have to reading materials, the more likely they are to read. Reading was used as an incentive to good behavior, punctual attendance and completed homework. (Roberta Trowbridge, Roberta Hudgins and Jan O'dell)

 

This article illustrates how even a new teacher in a low SES school can create an effective classroom library and motivate her students. Details are given as to how she was able to get started, especially sources for getting books and funds for books. Interest was generated for students in how the library was presented: a positive and attractive place, where the materials are worthy of respect and care, and there would periodically be new materials to investigate. (Heather Brower)

 

 

4. Cullinan, Bernice E. (1998-2000). Independent Reading and School Achievement. Retrieved

December 10, 2005, from http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume32000/independent.htm.

 

I was impressed with the research in the article, and appreciated the support for helping students to enjoy reading.  It is true that many middle school students (and I'm sure elementary too) will not read willingly, but this article gives useful suggestions for inspiring their interest.  Reading is not only important for being successful in school, but in all aspects of life.  It is a necessary skill, and the choices of reading material can so strongly spark the imagination and shape the personality.  (Heather Brower)

 

 

5. Diller, D. (2005). Independent Reading and the Classroom Library. Practice With Purpose:

Literacy Workstations for Grades 3-6 (31-46), Retrieved December 11, 2005, from

http://www.stenhouse.com/pdfs/0395ch03.pdf.

 

6. Fifield C. & Shepperson, B. (2004). Reading First Students’ Motivation to Read: 2004 Baseline

Data, Delaware Research and Development Center, Newark, DE. Retrieved December

11, 2005, from http://www.rdc.udel.edu/reports/t050111.pdf

 

7. Haga, Mary. (2001). Build and Use a Classroom Library

Data, Retrieved October 23, 2005, from http://teachersmentor.com/readingk3/class_library.html

This article is wonderful for beginning teachers or those moving from an upper level down to early childhood. It gives you practical tips for where to get books to start your classroom library. These would include; buying them yourself, using a bookclub that offers points for free books, asking the PTA to raise money for books, and asking your friends and relatives to donate ones they are no longer using. The article also suggests the types of books you should have including; fiction and nonfiction, magazines, chapter books (starting at grade 2), and a broad range of books from every reading level. The article further suggests ways to get the kids interested in reading such as; have sustained reading time, reader's choice time (where they can read with a buddy or alone), and make sure you display the books you read, changing them out frequently. There were also several other good tips for maintain the books. I highly recommend this website! (Michelle Bender)

 

This article is about...how to acquire books for the classroom library. At least 1/4 of your books should be nonfiction. Classroom libraries should have books on a broad range of reading levels, two grades above and below the level you are teaching with a majority of books below grdae level. Magazines are also a must for a successful library. Also discussed where SSR, reader's choice/buddy reading, and author study. This article also includes tips for making your books last,how to repair them, and how to keep track of your books. (Amy Spilker)

- http://teachersmentor.com/readingk3/class_library.html

 

This article is interesting because it made me more aware of the selection of books that I had in my classroom library. I always have trouble keeping track of my classroom books, but the article had good suggestions on how to manage this. When I order books or get free books from Scholastic I try hard to get books that nonfiction. After reading this article I realized I was lacking in this area. (Carolyn Conner)

 

Students need practice to be better readers. Therefore, classroom libraries are essential. The article suggests ways to acquire books for a classroom library. It also states that nonfiction as well as fiction materials should be included using a broad range of reading levels. Read aloud both types of books to spark students' interest. Keep their interest alive by changing out books periodically. You will find a few tips in this article for caring for books and keeping a record of your collection. (Jeanne Sasser)

 

If you have questions about classroomlibraries you need to read this article. It supports the fact that every classroom needs its own library. It tells ways to save on buying books and what kind to buy. It also gives examples of ways to get students interested in reading. Also helpful tips on making paperback books last and keeping track of all of your books. (Kerri Brown)

 

8. International Reading Association (2000) Providing Books and Other Print Materials for Classroom and School Libraries, A Position Statement of the International Reading Association, Retrieved December 11, 2005, from http://www.ira.org/downloads/positions/ps1039_libraries.pdf

 

This article is about the need to emphasize the importance of increased funding for the purchase of books and other materials for classroom libraries. It stated that the classroom library should include books from all genres, including picture books, novels, biography, fiction and nonfiction, magazines & poetry. The research says that "children who are allowed to self-select to read and who have access to varied sources of print materials, read more and read more widely, both for pleasure and for information.(K. Michele Boston)

 

Providing books and other print material is important and this article answers a lot of questions on why and the importance of books being available to students. If children are not allowed to have choice of what they read and if they do not have access to books at all times they are not learning to be lifelong readers they are simply reading because they have too. I know our school system does not do enough to help teachers accumulate books so that they can have a classroom library. I think money should be set a side each year that can only be spent on books for your classroom. Kind of like technology money and other funds that are need specific. (Kerri Brown)

 

9. Marzano, Robert J. Building Background Knowledge for Academic Achievement: Research on What Works in Schools. Alexandria, VA: ASCD, 2004.

 

This book is about...background knowledge and how it influences learning achievements. Chapter 3 provides a detailed description of the benefits of sustained silent reading(SSR) and sets forth a model for how it should look in elementary, middle, and high school. In order for SSR to have the most impact it should consistently continue from grade to grade. It is also mentioned that students are motivated by the example of the teacher reading during the SSR time. Another interesting factor is that students should not be graded on SSR, but should be encouraged to interact with their new knowledge by journanling, doing projects, and sharing with peer groups about what they read. I especially enjoyed the idea of having students select a topic of interest and use SSR as a way to really delve into a specific topic. (Amy Spilker)

 

10. McKenna, M. C. & Kear, D. J. (1990) Measuring Attitude Toward Reading: A New Tool for

Teachers, The Reading Teacher Vol. 43 No. 8, 626-639, Retrieved December 11, 2005, from http://www.reading.org/Library/Retrieve.cfm?D=10.1598/RT.43.8.3&F=RT-43-8-McKenna.pdf

 

11. Nueman, S. B. (1999). Books Make a Difference: A Study of Access to Literacy, Reading

Research Quarterly, Vol. 34, No. 3, 286-311, Retrieved December 11, 2005, from

http://www-personal.umich.edu/~sbneuman/pdf/BooksMakeADifference.pdf

 

This article reviews a study that was based on “Books Flood” - a program instituted in 1996 that found great gains with children 9 – 12 of speakers of other languages. Unlike the previous programs instituted it was conducted in child care centers located in low-income areas. These centers were targeted because of the need of early child care centers to meet not only the nutritional and social needs of low income children but the educational experiences they would need to be more successful later in life. The program (Books Aloud) provided 330 child care centers with 5 books per child. Three areas were studied: the social practices of the centers, greater access to early literacy abilities, and the projects long-term effectiveness. I found this article helpful in validating the need for literacy rich classrooms. As a result I have made more of an effort to maintain my classroom library with relevant and interesting books that will engage and invite students to the library area in our classroom. Although my students are concluding their elementary experience they still need the same reinforcement and reminder that reading can be and is “fun”. (Scott Mazur)

 

12. Neuman, S. B. & Celano. (2004). Save the Libraries! Educational Leadership, Vol. 61, No. 6,

82-85, Retrieved December 11, 2005, from

http://www-personal.umich.edu/~sbneuman/pdf/SaveTheLibraries.pdf

 

This article was about how across the United States, schools and public libraries are facing budget cuts. It goes on to stress how libraries and library specialists are "vital to the development of children't literary skills." It also mentions how libraries in low-income neighborhoods are not receiving as much money for books and are getting more money for computers because their is a "digital divide" with middle-income neighborhoods. (K. Michele Boston)

 

This engaging article highlights the unfortunate position libraries have fallen into in recent years. It emphasizes the importance of the librarian as more than a gatekeeper. Technology is studied and interesting observations are made about its role in the library and as a tool for encouraging children to read. (Roberta Hudgins).

 

 

 

13. Plunkett, S. W. (2004). A Pilot Study of BookEnds (Report No.1). West Hills, CA: BookEnds,

Retrieved Decemeber 11, 2005, from http://www.bookends.org/PDF/evaluation_04.pdf

 

14. Reutzel, D. R. & Fawson, P. C. (2002). Your Classroom Library New Ways to Give It More Teaching Power. New York, NY: Scholastic Inc.

 

15. Scholastic Inc. (2005). Professional Articles on Classroom Libraries, Retrieved December 11, 2005, from http://teacher.scholastic.com/products/paperbacks/articles.htm

 

This article is about... trade books and the classroom library. There are excellent pictures of how a library should look. I am planning to use several quotes from the article in my monthly classroom newsletter as motivation for parents to encourage their students to do more at home reading.

Main topics in this article are benefits of trade books in the following areas: comprehension, fluency, reading motivation, vocabulary, cultural diversity, and vocabulary. The article is easy to read with research featured in columns on the left and implications of the research on the right.

I felt really motivated after reading this article. At a school where many others do NOT have large classroom libraries and rely on the media center, it helped me see that a classroom library is very important no matter the size of the media center. It also really drives home the point that the best way to improve your reading is to read, read, and read. (Amy Spilker)

 

16. Trelease, J. (2005). The Reading and Riding Connection, What’s New, Retrieved December 11,

2005, from http://www.trelease-on-reading.com/whatsnu_books-horses.html

 

Jim Trelease compares becoming a successful reader to becoming a successful equestrian. Neither is likely to occur without the appropriate tools...lots of books and a horse! He emphasizes how critical it is for all schools, regardless of socioeconomic standing, to be able to provide the tools (books) for students to become readers. He notes that underacheiving schools often have poor/weak book collections available for students. There are several links included that look at book collections in low acheiving schools as compared with those in higher acheiving schools. (Cindy L.)

 

Trelease skillfully makes a comparison between learning to ride a horse and learning to read. Both require the essential tools to get the job done. He points out that in urban America the classrooms, schools, and communities lack the libraries to provide students with a literature rich enviornment. He contends that phonics drills, testing and textbook reading are not the remedy for making children better readers. (Roberta T.)

 

 

17. Worthy, J. (1996). Removing Barriers to Voluntary Reading for Reluctant Readers: The Role of

School and Classroom Libraries. Language Arts, Vol. 73, 483-492.

 

18. http://www.textproject.org - good site on latest information on independent reading.

This article emphasizes the benefits of trade books for culturally diverse students. It gave good ideas on how to make your classroom repectful to their linguistic and social heritage. Making the room respectful to them allows them to learn at their best abilities so that they are in a comfortable setting. It also gives the research behind how we should use trade books for motivation, comprehension, vocabulary, ans fluency. (Kerri Brown)