Chapter y earning about Children and Literature ‘My Book!12 Par Chen ana toate ‘You can engage cilsen as readers by placing books in their hands that interes them and are app Prise for thet readng abilities ax well as challenge them as ingirers, Finding the right book tthe Fipkt imei lays «combination of knowing the cild and knowing the books. This intersection of books and readers depends on building your knowledge of children and developing your Mrategis for selecting books. = i Connecting Children with Books: Know the Child m he mos important tsk you fein connecting cilren with books geting to know their nas Ihoseholds and Tames, ends, socal activites, hopes fo the ature, andthe kind of books they select in fee-choce situations. Children's interes ae neo the most powerful forces of engagement available {o you, Because books ar available on almost every topic conceivable and writen a arying depress of ‘icity, you sould be abet asseinle collection of books from which children cin make sasying selections. "You wills want o have a grasp of children's reading and stoning eves. Young children, in par cul are able wo Tite to and comprehend more dificult mater than they can read and comprehend Forshee cle, you can read slo more challenging books while pening a choice of esi eading material fer independent rating Considering the Age-Level Characteristics of Children Helping children find books involves fist considering general factors sch asthe types of books and top ies appropriate for children of a particular age eel Children's physica, cognitive, language, snd moral evelopment are portant considerations, a is heir developing concep of soy. Pesonl and cultural factor also ned 10 be conbdeed, such 2a eh’ inerest, experiences, and eadng ability. Knowing thilren's general eading preferences provide some guidance in book selection, but there is no subiae fo personlly knowing each child in deep andl meaning ways Ages 0-2 In choosing books fr infants, be sure to consid the practical aspects of physical develop ‘ent, sch how well Babies cat sce the ltsations and how lng they wl it til for 3 book exper fence, Ofte these books ae collection of nursery tyme, concept books, board books, and inactive books, Common fetes ofthese book types and formats re simplicity of content ost: epettive txt or language patems; clearly defied, beghly colored stations, usally on a pin backgroud ard Dyscal duabiliy, Opportunities forthe child to participate or ntert withthe book are especially Smnporant to young chien who ike to remain sce. ’ casi example of ook fr eilden ages 0-2 is Doty Kunkardsitructive book Pu he ‘Bunny (19622001) whereas a more recent example is Helo Baby! by Mem Fox (2108), illastated by Steve lenkis, compose of rhymes ina ealandesponse between the aut snd hl. Tho best baby books, wheter wordless cr with re text, avte the reader and stoner talk” cr way throw the book, which promotes ofl language devlopmcat—achills st step toward Titer. ‘Ages 2-4. Many ofthe book types enjoyed by tables are als enjoyed by toddlers, but with sigh i= {erences in emphasis. Nuciry hye ate often commited to memery by ters, Canept books now ‘include eters (ABC books), numbers (counting books), and moe complex concepts sch a oposite. ord books, another typeof concept hook tht encourage labeling, promete vocabulary developent in sreative ways, Herve Tulle’s Press Here (2010) ian excelent example af book that encourages young ‘hilte’s imaginative ply as they ae invited to press, poke, shake, and blow on pages and then nthe geo find ont what happens nex. ‘Pitre storybooks tht appl this age group feature simple plot, ilastraton that help cary the stor and characters who exhibit the psia! skills (unnng, wasting, butoning cates, ying shoes) that 34 yearold take pie in ascomplishing, A perennial favre, Oven by Kevin Henkes (193), nd ‘more recent book, Mine by Sane Jn (2016), eat protagonist who overeome problems spical af ‘hilton a this age, Children also enjoy wordless Books becabe they can “ea” the pitres aml enjoy the books independently and ots because oftheir relaely simple pos, repetitive aspects, and dlimensional, as-toundestand characters.hepte2 Laing shou Ciena irance 18 ‘Ages 4-7 _Incessng independence and enthusiasm fo finding ot abot the word are sharctsistes ‘of 47-year-old. Stores in which children intact with other eile, spend tine away from home, ‘begin schoo}, and lam interesting Tacs a popular, Pitre storybooks, folktales, and informational Pctrebooks sr at the hear of Iiterature experiences during thew years a reflected ia the appeal of Philip and Erin Stead's Lenny & Lacy (2015) and Hazel Hutchins ad Kady Denton’ Second I a Hiecip (007), Most children become emergent readers at this age level. Eay-o-rea books and peditable books mike use of familiar words, word and sentence puters, Hstraion cles, nd tyme to make he txt tasier to read, Often these books appear ina series, Books for beginning scars shld connect chi fren’ interests, experiences and reading ables to support them inhi ntl reading experience The clase easy-to-read Frog and Toa series by rood Labo hasbeen enjoyed by young cle for more than 4 years and can be used alongside more recent series ike Mo Willen’ Elephant & Pigg books nd Wong Herbert Ye's Mouse and Mole books, ‘Ages 7-9 Most 7-10 9-yearol cilden become reaets as they are begining to understand and accept ater’ perspectives recogni that ile and people do no fina nest eaters, and develop an ‘understanding of time in the pst and future. They also sar to asser thei growing uit to met tsi ‘own needs. With these sills, they enjoy reading of stain wo books about theives of children ofthe past nd present in piturebooks, sition books, and some novels iting, these books fen center on ‘he adventures of young chatacters witha thee neighborhood nd communis, sch ss Monic Brown's Lola Levine eis, Niki Grimes’ Dyamonde Daniel series, Sara Pennypacke's Clementine ei and ‘Annie Bartows' Ivy and Bean eis Ages 9-14 With thse sapaly developing physical and mental skills and bites, 9-14-yearols are ready for more complicated story plots, including sch devies a lashac,symboism, and nec of ‘arlietimes or diverse cultures. Both historical ition and science fiction, which se se inthe distant Past and the distant ature, respectively are undersood an enjoyed. They also enjoy stories about thet ‘Peers who ae growing up, asserting themselves, using tei new ound sil, moving toward indepen ence, and meeting challenges as in srvval tore, They ae beter able to recognize the leitimary of ‘opinions, values, and liestyes diferent from thei own apd so enjoy soris tha present altemaive point of view, nontraditional characters, and moral dilemmas. Recent examples incode aside Ou and ‘Bock Again (historical fiction, Vietnamese immigrant) by Thanbha Lai 2011), The Arrival (tary. ‘wordless novel. immigrant) by Shaun Tan (2007), and Rain Reign (ealisic fiction, Asperger's y= rome) by Aan Marin 201, Considering Research on Children’s Reading Interests Research states on reading interest, preference, and choice provide wseful formation for selecting ‘books fr colton and children. These tus atempt ifr what children lik o read, General. reading interest suggests feeling ome has toward particle reading material; reading preference ‘implies making a fered choice fom two or more options: 8 reading choice study investigate the mater, sls that chile select to read ffom a specifi oletion. These ses do tava provide a oppor ity for chile to express thee interes; instead, they are regulted to select fom the books eed by the researcher. Although ndings rom his body of rscrch canbe usu the esl lect the reading intrest of groupe of tadens, not individuals, ‘Many ses of children's reading intrest have been conducted during the pas 0 years (Davia & Pai, 2010) ferences inthe choices offered o children and in the ways dia were gathered make ‘eneralzaton difcal ba patens include these: + There are no significant ferences between the reading preferences of boy and ic before age 9 and tetween avid readers of ll ages. The gress ferences in eading preferences of bays and tls occur termeen ages 10 and 13, aes of sociation and mining, + Boys and gil in the mide grades (ages 1010 13) share a proaounced peeference for mysteries nd scary stories, along with hum, adventure and animals + Preferences oysin the mide grades include notion, adventure, spots, siete fton, war Sy stor, and crime investigation, whi the preferences of is include fantasy sores, animal ris romance, nd alte store about peopl,14 Patt chitensnsLinenee ‘Cetin characteristics of books may matter 38 much oa young reader asthe topic. The pattems sos ties (Davila & Pack, 2010; Langerman, 1990; Suommen & Mats, 2004; Worthy, Moorman, ‘© Tamer, 199) inclade the appeal of: + Short books or books with shot setions or chapters + Petrebooks,ilstrated books, comic books, and novels ‘throughout he book | 1 Eye plas er popes colic ohana oboed 1 Rave tarot sty with ann on nr ean ge ook ea + Raid iotcon to min chasers af on onl ot mia chances 5 Chrces tat ag of heer ayer 1 ponkshne on mois ond lise nl rks ones fies of mime farms in which illustrations ae interspersed 1m aon, iva books such as Guinness World Recon, spo statistics books Joke books, and ues for vide and computes panes ae appealing some ears. Although yu wll want to encourage ‘Shion to ead books of excellent ality, he fist step ist create an enthusiasm abot Books and read ing: hence, start with bh sppetl books Once children are wiling reuers, you ca bootalk and read oud excelent books tha they wl come to fove and want 0 read. The biggest fctr that negatively fetches titaes toward eadingisHiming their cices of reading materials, so your rei t0 ‘rovide mang options as posible from which cidren can find the books that meet ther fterents {Davila & Pasrck 2010) “These ste support dus king general predicons about the types of books students of a ‘entan age might enjoy, but general reading preferences donot eaptre indivi reading interests [Because most teachers aad Kbvarans wonk with pail chien over an extended period they can Team the meres each cid and gala de knowledge needed o succesfully match hlden wit books Discovering Reading Interests of Individual Children “Learning chiten's reading interes can be accomplished by obseeving and keeping record of thee ‘hier books fom te caso collection or from the school brary media center, You ca so lara Stout chiles interests through tc fre hols weng and joural writing o by etl asking chi den int thet interests o the types of books dey ike o readin whole clas sing and in one-to-one Conferences The following questions might sta a salogue with cil: 1. Who lies in your household? Tell me out each person. 2. What are your favorit things odo? a school? at home? 3, What re you goods doing? Tellme about it. 44 What would you ke wo lam wore abou? 5. What do you lik o sper most of your rete ding? What do you do after choo? on weekends? 6 you ik ton sts nontion (information books) o bth? 7. What kind of sors do you tk ober? 8. Which topes do you enjoy eaing aboot in inferno books? 98. Are there some kinds of books you dont enjoy reading? Iso, why? 10, Te me about a Book that you espacial enjoyed and why you enjoyed i | ‘Yet another way to kep cue on stent reading interests so conduct redng Interest invento- es sve ies a es. These sep re one way conduct reading interest ventory 1. Collec 30-40 appropriate bnks tht ae new o childen and represent wie ait of genres and opis. 2. Number the books by inserting paper markers with numbers atthe top. 3. Note the number and genre ofeach book ona master ist. {6 Design a response fem fr cilren (Would Yu Like to Read Tis Book?) tha asks them ocitcle yes oro nett to cach number.Chapter? Lanring about Caltensndtrtre 15 5. Place the Books in numerical order om tables ad shelves 6 Give children 20-30 minutes wo make the ict, owse the books, nd mark er sponse forms 7, Collet and tally tee esponses, nd compre them with your masters to aie a the types of rook tha ee to most intrest chien Reading intrest inventories provi helpful information about children's cue interest and int ce now genres topics, and books Many children wll cover a bok tha hey watt ead fom he books stot in this manner Common Sese ts us that ilden vl engage more vigorously in reading ‘or ering something hat interests them than something ha they find boing. eters generates engage ment, so inroducing god hooks on tps that say their invidul interess eset. Evaluating Text Complexity ‘The readability and concepualdfcly of books sate omsdertion nsletng books to meet the reating needs ofcilien. Readability is an estimate fa text's difficulty based on vocabulary (common ‘versus uncommon words) and sentence structure (shor, simple sentences versus long, comple sen ences). Coneeptal dificult is reste ote eompleity of eas i the book an how these ise presented. Symbolism and lengthy deseiioncontbue tothe complexity of idea, just asthe use of Flashback combs othe complexity of the plo. Chile's eading levels fer greatly a the ame age or grade eel, making i important to provide terial of varying fil. Assessing the dial of reading materi is elu however, for inde ‘pendent, lesire reading cilren should be encouraged to rea books of interes to them regards of Teel so long asthe are capable of comprehending the mater nd want to read. As adults, we woul ‘ot appreciate being told tha we cant read a ook beaane someone cls think it on easy for us. We ‘shout respect the ight of chlden to cect lr own books for lure reading if ow goal sha they ‘come lielng readers, Tei selections fr personal reading ae balanced with wacher selections of comple text for instutonal purposes. "The Common Cote Sate tanarls (CCS) oc tenon on text complexity an the ned for hil- dren engage ith ents that gradually ntease in lifieuly of eas and textual stuctses. This foc on rigor in reading is based onthe goal that children understand the level of texts aces fo success in college and carcers by the dane they graduate rm igh shoo. Table 2.1 ist the thee dimensions of text complexity as defined inthe CCSS (National Gverbors Associaton Center for Bet Practies & Couns ‘of Chit Sate School Officers, 2010, Considering ale dimensions of text complexity, instead of relying only on quanti formu to level teats, such asthe Lele levels, i eset Reality formulas may be hepfl in ssacting books buchive drawbacks. Although eneace length and word choice ze impart. chi’ owege or itr: ‘st in atop cannot be factored nto formula. Te Formulas ls have ifculy messing coaeptl “culty te complexity ofthe ides ibook, and how these eas re presented, Symbolism, ebro, and figurative language conte 1 the complet of ideas, just a the se of nonlinear pts siting oins of view contbue wo the complenity ofthe pl Sei (Almond, 1999) isa novel magia als In which wo children become involved wit an otherworldly beng hidden ina garage. The text has ea) ‘vocabulary and shot sencaces With area of around prade 3.5. Yee concept of spray th, nd prjce cst the conceptual evel ofthis novel aa higher evel, making i more proprio st ens who are 11-18, pening onthe background ofthe specie hid Anether example isl Stan beck’s The Grapes of Wrath (1939), which sores a second thin grade evel on quntaive meses cate ofthe are of familiar words and sor setences in the dialog, Teachers, however, note that he ‘many layers meaning and mate themes insta this ook is meant fo rads 6 and hone, Tnfoeation on rab can be fund an ome book covers and mest nn tate st Lvl rea ing levels You cn estimate iiclty by seleing a page of uniteroped text, rating the is sectene, ‘counting the wor inthe etence, nd seeing if is length appear to be pil of he os ofthe page. THe pg earthen heed fer word df, nosing the eqecy of words hire wil ikely no kom, “The CCSS include as of Text Exemplary costing of stories, oem, nd informational exts at ‘ach grade lve. Exceri fom thse texts ae provide obo eachor ad earns explore et com plexity. This ists nota core reading lst of Boos for hlden instead, the texts ae exemplars se ia “understanding text complet 1 make more elective selections for cilren. Chien sould never be Finite to reading ony the books on tere lists because many are dated clases that donot reflect the ‘mull or global nate of ehilden's Hives,16 Pant chiten an Table 2.1 Common Core State Standards: The Three Dimensions of Text Complexity, ee nd Informed Decisions by Adults on Text Dificlty Based on Their ces Eiierercenr at eemenr rseeeaet meres Levels of Meaning and Purpose ‘Detrmining complesty bated on how many layers of mesring a into ton ond whether the prpoes ofthe test mpl or Sear ‘Structure Examining i the tenis xganiend aruda aimee, vllmorkod ‘conventions! tua thet eae i qc recognize os structure {tie unusual i ello use Language Conventionalty and Cesty | Examining whether the ex uses ear contmpoay a fohezon gure, emblguove, ara, academe, ou Knowledge Demands, Evoluting assumptions about the fe experiences and krowledae ‘hat eaders wl brig toe pric tet. Readabilty Formulas fy Readabity Graph the Dae-Cnal Rescbity Forms, the Lox Lesile Framework Recommended by the CCSS fwwexie com but doesnot provide urate level for 1, poetry, nd come naa Fon fr young ls (Shek 2000) ‘Experiences and Strategies of Reader | Coprive abies, motvetn, interest knowledge, and experiences tented Tak ‘The acti ofexpesane reader asked to engage in tha pari ox Connecting Children with Books: Know the Books "you red chien’ books regularly and are familar witha wide varity of genres swell as informed shout ently pushed bool, you are more ey to Know the ight book forthe right moment and pr ps in achil' ie. Reading widely also allows yout share your rection fo book with children apd ngage with them reader, rae han as an expert Other ways to become familar with a varity of fooksinlude sharing information sbout books with collegues, reading book reviews, and consulting ‘Shards, Resoures you can ue in developing knowledge of books and reference sources ae integrated troghou the chapters inthis et ‘After you rea a mumber of books fom genre, particularly neable examples, you wil develop a Framework for thinking bout tat type of book ss you encounter new books, You will also develop 8 tense of how to evaluate the ways in which authors se brary and visual elemeats within paicular fgemes, Cheria for evaluating ieray and visual clements of teraure win specific genres ar ds ‘usted throughout the chapers,s0 you can gradually develop your own understandings and internal Balance and Variety in Book Selections tn your work wit hilen, you need o know ay Kinds of books, because children have a wide range tt eading abies and interes. You have your own reading preferences but need to go beyond those(Chapter? Losing tout Chisrnansasie 7 interests to gain funy with many types of books, inetodngpicturebooks, easy-4ozeud books, shot chapter books, longer novels, and books of prose, poet tion, and nonfton. Balance among the _genres of leraure an well variety topic are essential. Te chaps nti txt wl ep you build {his ange and blanc. ‘The Boks avilable for independent reading and chosen a re-load also need to be aid to chal- lenge children and enhance their linguage and cognitive development. The mood ofthe books should ince stories that are sd, humorous, sly. scious elective, boisterous, suspenseful, and Scary. A steady diet of iat, humus books might appeal o children ati, bot evenuall, the sameness will ‘come boring Reading aloud books withthe same predominant emai inors the rap change td roth in personal ves and coves hate the llmark of youth. 'A balance between male std female main characters over the course of yar is necessary 10 ‘meet the needs of children and 1 help members of each gender understand more filly the perspec tives, problems, and felings of members of other genders. Classtoom and School Hoary collections need w have a wide range of tpics-with a balance of male and female main characters, Inada, “understanding and empathy fr people with phsial, emotional men and behavioral disbilies fan be gained through portrayals in books, and children with diabties ean encounter characters Tike themselves, ‘The representation of people of color as main characters extent to present arate view of society and to chllenge stereotypes. Though well writen muicultureleratur,cidren of color can see characters from backgrounds similar o their ow in leading voles. Characters with whom one ean Taentfy peonit a deeper volvement in iteratre and el eilren understand stains intel ow lives Chie ned o Se that somcone from diferent rice, ethnic eoap,oreligion bas many ofthe se needs and fein’ as they do aswel as recognize ad valu differences in experiences and carl ‘ews. Literature by and about peopl diferent fom oneself can develop an aprecaion fr diflersnee as ‘rsrouce, ot problem. ‘Gobel and international Tterature,lieratue from ations and regions of the wor, should sso be includ in read-aloud choies apd in book collections inorder to encourage the development of sabal understanding. Though reading or xtening to boks abou the lives of chile fom plobal cultures, shilden wil experience cla tracy oa 3 woeldvide bai Finding this range of books and staying current with new releases involves fmt wih he ‘majoe book awards and review journals, as well as attending profession conferences to meet authors and illustrators and attend sessions on literatore. These resources wil allow you to locate ‘he best in Books being published for children and books that meet specific neds for diversity in collections. Book Awards Book award programs have ben established to elevate and maintain the Ierary apd ats standards of children's books znd honor the authors whose work is judged by experts inthe Geld to have the treatest mer. These awards provide you with ane source for selecting exellent works of literature to ‘hare with children These award are sometimes citqued as recouizing books tha pea oitrary ‘ies rater than to children as readers and as reflecting societal bises of eae, class, and gender within maineam culture “Table 22 lists the major awards freildre’s boos inthe Unite States, Canad, nd England. The winners of these major children's bok sands and the award frspecfe genes or pics a found in ‘Appendix A ‘Some book award programs iavlve chile in the selection paces. The Chile's Choices Proj- «t cosponsoredby the Inerational Literacy Assocation (ILA) ab the Chile's Book Counc, fea {ures new books selected by children around the county. The Hist of winners is available at ww. Iteraeyworwide og and wwvwcbebooksorg. The ILA website also consis sn an is of winners forthe Teachers” Choices Project, Teachers read and vote fo recently publhed books worthy of sein the clasroom, then develop the Teachers’ Choices Hooks. ‘Most sacs also have thelr ova eilre's choice awards and programs. Ustally, ballot of book tis generated for certain age ranges, bsed on nominations fom teaches, ibeaans,o hides, nd this eelated aeons the tate fr children o vote on ther favorites, More information ons hil- ‘rea’s book awards and programs, inluding websites for many ofthe wate programs, canbe found 8 ‘wochildensooks about comievtiteswarserr te et nee “ho ost dstnquened contabuton chides [Merturepublenedin the poous oor Given toa US. tutor Erabiche 1922 Natal Book Ava er Yeung ‘Outstanding contin to ei arte in teary Pooples Literate, ‘ant pune inte prowous yea GvontoaUS ‘tar Estabiened 1998. Pra Blt Awards forWting | Annual two awards | Whig nd ihcteation ina work frat for youth sea sation. pubiehed nthe preous you y a Lao wer nd luster whose work porvays, ffs and lbates Unio eutal epensnces, Established 1086. Governor Generals Literature Best tration na eileen’ wok published inthe for Chien ward for prevous your Sepatst praos for werks in Engish and ier anoas French stable 1957 ate Greenaway Modal’ “he mast dsthouenea peturabock fo chron fist, England publnedn the United Kingdom nthe previus yest Given tan lusratr Exabhed 1956 Review Journals “oar tht review cilen's book a feature cent topics in the fel f chiens iterate are an important souce of information. Profesional echerouraas oa iteracy fr elementary teachers, sich as The Reading Teacher (www iterncyworlwie og) and Language Ars (www.aetem), have colaris that review nw cilen's books, Te Journal of Children’s Literaurewwchlrensteatressemy tr) journal dedicated to ehikren's erature nd those involved in it also has review secon of new thilte’s books In aiton, these journals conan atcls discussing effective sates for incorpora {ng teat no reading and conten are stration snd fo bringing hlen and books togtes. "The flowing review journals offer evaluative reviews and suggested age ranges for books. The reviews primarily come from the perspectives of brains and trary eres. These ural are edly vulabe inmost every bares, a well as some vehool and pub ears. + Book eal orgotces/ublishingbooks) reviews current rin an noprint materials for Chien and als tha are worthy of consieraton fc purchase by publi iris and school tnedin centers A fie online version i avaiable a wwe hookistonline £m, + The Ballin ofthe Center for Children’s Books (bcs ilinosed) reviews cutet chilies thks, signing recommendation code to each, + The er Book Magazine (book om) includes reviews of high-quality chien’ books ‘The Newbery and Caldect acceptance speeches are erred in th uy/ August sue annealChapter? Laing bout Cisten anLtraiee 19 + irkus Reiews(wwskrkascevens om) anally review porosity 5,00 les of republication hooks for adult nd cilden trough srt ens + Seo! Library Journal schoolbraryjoural com) ncades bth negative and pave reviews of most children’s books published long with rls of interest school Horas. Professional Associations and Websites Major profesional asscclaions that have strong connections tthe i fhe erate and pro- vide range of services, poets, and esouces include: ‘+ Association fr Library Service to Children (ALSC: wwwala oasis vision ofthe ‘American Litary Assocation ad provides services to bara nd media specialists and soppons ‘major book awards in ehle's erature. The counterpart for arin serving wens is YALSA, the Young Adalt Library Service Assocation (www al cr/als) American Assoclation af Schoo Librarians (AASL; wwwalaorghsl) is dvsion of ALA and ‘the only tonal orgniaton focused on schol ibrains an hs oles edvationl leaders International Literaey Association (1A ww tracywerldwide.o ffs Services o teachers of language eae, and iterate. The Chirens Literature and Reading Speci Interest Group (clsigorg) a ILA as website, awards, aces, and jumal, The Dragon Lae. National Counl of Teachers of English (NCTE; wwtncteor)adeses aching and research in language snd iterate from preschool trough college The Childrens Literature Assembly (eww chilrensliteratureassembly.og at NCTE promotes erature in the ves of cin, spans awards, provides a forum fr exchange amoog cachet of chiles tara, and pubes the Journal of Children's Literature Children’s Literatur Association (CHA; www cilditasn or) has members fom the eld of Inerary rtcism and adreses rtm, research and teaching of chiles Mature though is our, the Children's Literature Assocation Quarter United States Board of Book for Young People (USBBY:wsew.usby on) consists of palishers, authors, edocatrs. and libaians who promeve the use of irate bil neaatioal ‘understanding andthe right ofall children tov Book inher oa language nd culture The US, ‘ational sti spat ofthe intratonaleranzation, IBBY (wwwbbyox) which publishes Bootbind Jounal of lerational Childrens Litraur. The following websites ar helpful in locating profesional infomation about ciden's teraure: ‘+ Children’s Book Counell (CBC; worwchebooks. or) This nonprofit association of chien’ bok publishers offers book-relaod itera mates foe children ad information on National Children's Book Week in May + Childrens Literature Comprehensive Database (wed com), This independent media ite ters reviews fom range of ural a webstos fr each book and provides readabity ratings forbooks + Cooperative Children’s Book Center (CCBC; www eductionviscedueebe)-This hlden's ltr reserc Har site provides information about ellos, vents and publications ‘CCBC publishes n anual eprtof tends in children’s lnraure and recommended books *+ Works of Words (wow). This initiative focuses onthe use of terature to bul intercatra understanding and inl scarchable dt bse an online ook review jour that highligh cilia aotentity an online journal of clasoom vignettes about slot literature, book late and ‘esoures, anda blog of eurent issues. Books and the Readers ; Connecting Resistant Readers with Books: Know the ‘Children and adolescents resist or jet reading or many reasons Reaching thse estan readers who can read bt choo nto eres you kno books x wel the ears inorder find ot the a books Becate tilde esis reading fo dierent rezons, the types of books you olen so nee vary.20 Patt ChittonsndLsnance Some cilren who have song comprehension and fw iicukis in desodiag and fueay a chin ‘or fourth grade may sill have decided that the donot ike to read and rarely read a book. Wi ite oF roreating engagement, thee chile evenly stato straggl ae readers Sometimes they perceive the ook they are ord to readin school as elvan to their ves and boring. They may lack encourage ment at home an schoo! to rea fr personal purposes. They seldom or aver 20 public Schoo! ar ies to select books for heir eading enjoyment because the emphasis in schoo is almstextosively on learning solsed sil. Often thei parents and teachers donot serve as reading role models o ester a love of reading because thee focus i sing test Scoes tothe detriment of edhe aspects of ean. ‘These clren desperately need books that late closely t thei nterest and ives in al kins of formats, ‘Some hiren come discouraged because they srogle wih reading from the earest grades. Most, an decode, bur his sl eins a conscious cognitive at rater than a automatic proces 0 they can focus on meaning. The at of concentrating on decoding wor lows their eading rate and fluency. ha _perstheirailit o make sense of he ext, and tires them mental Others in tis group are fen eco rs who have iil comprehending what they rea. Eaperencing ridicule by thee pees and “marssmett in clas fo thet reading dficules bas taught them o avid reading whenever possible “These ae the cilren for whom regular immersion in reading whole books for pleasire is especialy imporant to develop reading flveny. They need books that are more supportive sch 3s e3sy-toeal Sook, tansional chapter books, graphic novel and informational boks ea in visas ‘Some children resist resting bees the Book they encounter o ot dpict thee ives or the ves of ‘tose who are significant them in tee files and eoramuniies. Chile's books re mare rica tually an lolly diverse woday tha inh pas, bu books that fle th te ange felt diversity in our society ate tll undomepreseated in the broad ody of chlden's books. Unless you make acon cious effort to search for boos electing a range of cultural ident, children may not ind themselves ‘in hooks nd therefore rst reading beats they se these boks as treating and demeaning Io tet “Mendis and ieleant othe ves Studeats leaming English sa second language sometimes stugge with reading becouse they lack strong ocblnes an well-Secloped sentence stein Engst od on when encountering Eghish langue texts They aoe asked o ead ett portray una experenes acuta norms and thus avoid reaing whenever posible. This group is large and growing so you need be fair with redicable books, concep Books, and werless books, aswell as books from arange of bal clus Boys who ress reading may do o in part becuse ofthe preponderance of female teachers in US. schools (95 percent ia grades K-12), who ten to select reading materials tht do ot always appeal to boys (Broz, 2010). Tei resistance to reading ls may stem fom the perception tat eading, because ‘tis uit an passive, ea femal stv, orcas teacher ask them to read silent rom tion when they prefer io itrsct socially with peers around 2 informational book. On average, bays exhibit more sic in reading and oder language areas than ls. Some boy te aid readers, bu of msi that Schools do not wadionally recognize, suchas magazines, Internet websites, and informational books. Informative sources abou boys and reading ae Reading Don't Fx No Chev: Literacy in the Liver of Young Men Sith & Wilhel, 2002), Teaching Reading o Blac Adolescent Males: loing the Achieve- ‘ment Gap Tatum, 2003; and Comecting Boys with Books 2: Clasing the Reding Gap (Sllivan, 200) By connecting books with reader, you can inspire young people to engage with reading and 10 become aware of is power to inform, entertain educate, and transform a well ep them develop the bits of sing reader. Invitations for Further Investigation Conduct reading interes inventry with a group of children. Analyze your finding, and suggest appropriates to children or independent reading from books aalble in the school or Hoary + Observe and document he rang habits nd rary solectone ofthe children over a prid of several weeks Select one wid rear, one typical der, and one rsa read or our buen, *+ Create is of favorite boks tht you remember rang as child, and we data hase ook up the Lexile rings for those teats. Consider the quantitative rigs for these Books an how they ‘mach with when you actually red them a a hl. Which factor in your own characteristic as a rene influenced your ability ora nd undertnd these Boks?Chapter? Leng boutchtenanauterewre 21 + Explore a bok review journal or website that interest you, and provide a desertion of the ‘resources and services avalable an ht site for class members, + Locate your state's chlens choices book award, nd read some ofthe curet nominees or recent Winner ofthe award Evaluate thir student appeal, Merry quality, comple, cuca ale, snd llostation ua. f EQ References Almont (1989). Sel. New York: Delacorte Broz, W.G. 2010. Tbe a boy 10 be a reader Engaing eon and preteen ye ative tera, Newt: DE craton Reaiing Axion, Davila, & Pack, L (2010), Research rstions; What ‘len hve oy shot ther rating preference Language Arts, 873), 199-210, ox, M. (009, Hel aby eins (lls) New Yor Beach Lane ‘arian D.L (193) My book! nD. Larson), ‘Somebody cath my homework. Lesa, Bis) onesie, PA: Boys Mil Henkes, K (1993) Oven New York: Gren: chins, H. (2007) A second isa hicep Ae’ bok of ine Deaton, K (lus) New You: Scola Jin, $2016) Mine New York: Simon & Schuster, ena, D. (19622001. a he bunny. New Yor: ‘olen Lai. 20) deo ond Bak aga, New Yor HarprColins. Langerman, D (1980) Books and boys Gender prleences at ook selection Sebo! Lbrry Journal $63). 132 136 Manin (201) Rain eign New York: Fine nd National Governors Asociaton Cen for Best Prsives & ‘Coa of Chit Sate Seo! Ofer, 2010, {Common Cor Sate Stndar for English language ‘asad teracyin istorsocal sas, since and tecnica! subjects Washington, DC: Autos vale from hap corsa on Seinck. 7.2000), The Lene framework An nrduction Mor eacators Dum, NC: Meta, Sm, MLW. & Will, JD. (200, Reng don fc ‘no Cheys Literacy inthe Ines foun men Ponsmnath, NH Heinemann. Sted, P2015) Lenny Lacy Sta as), New York: Roaring Brook Stine, 5199). The grapes af wrath, New York Suomen, & Maes, B. 2008). Leaming 1 lve eae: Interviews wth ole hile nd ens Journal of Suan M200). Connecting bexs with oaks 2: Closing ‘he reading gap. Chicago: American Libary Association, Tan, 5: (207) The ara New York: Shoe. “un, A. 2005. Teaching reading back adolescent ‘males Cling the achievement gop, Poland, ME: Steno, Tal, H. (2010) Pres here. New Yor Hana Wont Mooman, MTs M (1999) What ‘hy kes reais inn seh. Rang Research Quarterly 340), 2-27