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THE POWER OF STORY
THE POWER OF STORY

Joan Wink
Copyright © 2018 by Joan Wink
All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted, in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, except for the inclusion of brief
quotations in a review, without prior permission in writing from the publisher.

Library of Congress Cataloging in Publication Control Number: 2017024833

ISBN: 978-1-4408-4396-9 (print)

978-1-4408-4397-6 (ebook)

22 21 20 19 18  1 2 3 4 5

This book is also available as an eBook.

Libraries Unlimited
An Imprint of ABC-CLIO, LLC

ABC-CLIO, LLC
130 Cremona Drive, P.O. Box 1911
Santa Barbara, California 93116-1911
www.abc-clio.com

This book is printed on acid-free paper

Manufactured in the United States of America

Excerpts from Wink, Joan. Critical Pedagogy: Notes from the Real World, 1st ed.,
© 1997. Reprinted by permission of Pearson Education, Inc., New York, New York.

Excerpts from Wink, Joan. Critical Pedagogy: Notes from the Real World, 3rd ed.,
© 2005. Reprinted by permission of Pearson Education, Inc., New York, New York.

Excerpts from Wink, Joan. Critical Pedagogy: Notes from the Real World, 4th ed.,
© 2011. Reprinted by permission of Pearson Education, Inc., New York, New York.

The publisher has done its best to make sure the instructions and/or recipes in
this book are correct. However, users should apply judgment and experience
when preparing recipes, especially parents and teachers working with young
people. The publisher accepts no responsibility for the outcome of any recipe
included in this volume and assumes no liability for, and is released by readers
from, any injury or damage resulting from the strict adherence to, or deviation
from, the directions and/or recipes herein. The publisher is not responsible for
any reader’s specific health or allergy needs that may require medical
supervision, nor for any adverse reactions to the recipes contained in this book.
All yields are approximations.
 To Teachers and Librarians
To Readers and Writers
To Betty Jay, Diane Kindt, and Mary Ann Dobras
To one of the finest families I know: Mine!
CONTENTS

Preface ix

Chapter 1: Loving That Literacy 1

Chapter 2: Loving Those Stories 43
Chapter 3: Animals and the Alphabet 69
Chapter 4: High-Stakes Stories 91
Chapter 5: Of Immigrants and Imagination 133
Chapter 6: Into the Cloud 167
Chapter 7: Patience and Fortitude: The Future 195

Bibliography 229
Index 263
 To be a person is to have stories to tell.

(Isak Dinesen, Out of Africa)

PREFACE

T
his is a book about the power of story. The purpose of the
book is to link libraries and literacies through the power of
stories, both oral and written. This book is written for li-
brarians, teachers, and families who love literacy. Readers
will discover that it is not filled with data in the form of pie charts,
graphs, and scatter plots; rather, the truth of the research is grounded
in authentic stories that reflect not only the interpretation of these
data but also the transformative nature of literacies and libraries.

ALL WE WANT IS A STORY

“Joan, you know what you are? You are a storyteller,” a teacher said
to me. “And all we want is a story.” She stopped me in my tracks
with that comment, as I was mid-career and perhaps a bit too seri-
ous about my lectures and my overhead transparencies. At that
time, I really did think that teachers/participants only wanted me to
talk about those transparencies. However, since then I have focused
on storytelling, and I consistently find that, not only do stories break
down barriers among people, they also help people access complex
constructs, which are reflected in those stories.
It has become clear through personal experience and from
social science that simply providing people with facts, information,
and research does not change their behavior; however, tell a story,
x Preface

which has the data embed-

Figure P.1. The Power of Story.
Illustration by Katie Knox.
P.1 captures what you will read about in this book.
Stories bring together readers, writers, librarians, teachers,
students, and families in the libraries of today and tomorrow.
ded in the life of a person,
and often people will re-
member and begin to
change their behavior or at
least consider an opposite
point of view. Stories can
move the human heart and
head in ways that research
cannot.
Literacy stories are
loaded with data that are
buried in the daily routines
of real people. A story can
make complex information
accessible for all. People
don’t want data; they want
a good story. Also, an im-
age does not hurt. Or, as
storyteller Kendall Haven
(2014) states it, “Picture,
please! . . . By far the most
important of these images
is the one (or ones) that
your audience will associ-
ate with your theme” (p.
146). For example, Figure

MY PERSPECTIVE
Let me remove all mystery and share my perspectives, which will
flow throughout the chapters. First, librarians are teachers, too—
the entire school or the public library is their classroom. Therefore,
throughout much of this book, I will use these three words inter-
changeably: teacher, school librarian, and librarian. I will try very
 Preface xi

hard not to use words like libreachers or teabrarians, but that is

exactly what I mean. I find that I am in very good company in this
new and emerging understanding that librarians are teachers, too.
The American Association of School Librarians (AASL) has a new
position statement (http://essa.aasl.org/aasl-position-statements/),
which supports my understandings. In addition, as you read the fol-
lowing chapters, you will find that libreachers or teabrarians are
some of my favorite people in the whole world.

I am a teacher, and the library is my classroom.

(Kistler, 2015)

A second perspective relates to languages, literacies, and lan-

guage acquisition, all of which have been central in my career. I
began as a terrified and overwhelmed Spanish teacher with five dif-
ferent class preparations daily (1966), but somewhere along the
road, I morphed (1970s) into a “nice Spanish teacher.” Eventually,
I started to notice that it wasn’t just about some neutral use of words
that fascinated me, and I began to realize that language had power.
At that point, I found myself at home in the world of bilingual educa-
tion, ESL, and dual-language immersion programs (1980s). I came
to recognize that language was not only culturally grounded, but it
was also historically, socially, and politically grounded (1990s), and
I began to thrive in critical pedagogy. Now that I’m near the end of
my career, I am a wife, mother, grammie, rancher, professor emer-
ita, writer, and, of course, a storyteller.

THE BIRTH OF THIS BOOK

One day, I unexpectedly received an email from a colleague whom I
had known for several years.
“I was just reading your blog post, which reminded me so
much of my own teaching experience in rural Kansas with the
farm kids who were in the eighth grade and still couldn’t read and
didn’t want to read the basal. Suddenly, the thought hit me that
you might be interested in writing something about the power of
story as it relates to reading—so very important in classes and school
libraries.”
xii Preface

“Yes,” I responded. “But what story did you read?”

“The Benson Kids,” she replied (this story is available at http://
www.joanwink.com/store/critical-pedagogy-3rd-edition/critical
-pedagogy-3rd-edition-the-benson-kids/).
“Those kids taught me most about what I know about read-
ing, writing, thinking, and teaching,” I told her.
This book was born. I am so grateful for Sharon Coatney and
colleagues at Libraries Unlimited, ABC-CLIO. Sharon Coatney, my
acquisition editor, thank you for saving me from myself on several
occasions. Even though you have a demanding and complex life,
you consistently found time to respond promptly and thoroughly. I
very much appreciate your constant support. Emma Bailey, produc-
tion editor, you also came through with details when I needed them
most. This book would never have been written without some back-
ground work by Joyce Armstrong Carroll and Eddie Wilson of Aby-
dos Learning, as they were instrumental in bringing Sharon and me
together and providing time for us to tell each other stories. Thank
you, Joyce and Eddie. Blanche Woolls of Libraries Unlimited, I be-
lieve you were supporting Sharon and me from the beginning, too.
Thank you.
Denise Wurm of Accent on Words and Susan Henley Spreit­
zer of Excellent Webs, you seem to have all of the skills, which I do
not have, and I so appreciated your professionalism and unfailing
good humor throughout the months of writing. I love it when my
colleagues become friends, and that is what happened with us.
Katie Knox, your images capture what I want my words to
say. Thank you for your magical depictions of little children reading.
Missy Urbaniak and Atall families: You continue to inspire me to
keep on, keeping on. Annette Chaudet, thank you for being my “but-
I-don’t-read-educational-books” reader.
Missy Urbaniak, you not only shared stories, but you and the
13 students have consistently welcomed me to your one-room coun-
try school. Atall School, it means a lot to me that you include me in
your community. Yes, readers, one-room schools still exist, and this
one is filled with magic.
Stephen D. Krashen deserves special recognition, as no other
person has had such a profound effect on my teaching and learning.
I remember in the late 1970s, when I drove from Benson, Arizona, to
Phoenix, Arizona, and heard him talk about how students memorize
 Preface xiii

and then often forget after the test, I suddenly realized that this had
been my pattern as a student. Too often I had memorized, received
an A, and immediately forgotten the information. Dr. Krashen chal-
lenged us, as teachers, to move from memory to meaning. He said
that if we could make the learning meaningful for students, they
would be less likely to forget. He further told us that we had to cre-
ate authentic language in real contexts. I drove back to my middle
and high school students in Benson and explained to them what I
had heard. We agreed to give it a try. Out went my quiet, scripted,
and controlled classroom. In came real questions, real inquiry, and
real conversations. All this raised the level of noise. Until then, I had
previously thought “teacher talk” was how students learned. Turns
out, students have to talk too in order to solve problems and make
meaning. It seems so obvious now, as when a group of adults has a
problem, they talk to one another to find solutions. Fortunately, I
worked in a district where they believed that if the kids were achiev-
ing (and they were), and if they were engaged (and they were), and
if they were well behaved (and they were), the administrations left
us alone. However, I did wonder a bit when my classes were moved
to what had previously been a shop classroom, right next door to the
band room. Memory to meaning requires some flexibility by all.
Colleagues, former graduate students, librarians, teachers,
professors, and dear friends have shared stories, which are included
in this book. I am grateful to each for the unique literacy story:
Audrey and Gloria Smallwood; Candi and the California Reading
Association; Linda Huff; Miss Noor; Lorna Larson; Gary Robson;
Ray Lauk; Ruthie and Violet Wienk; Deb Harrison; Sue Doherty;
Joanne Yatvin; Ron Gresham; Sally Fox, Rima Simann Haroun, and
colleagues of Project GLAD®; Russ Walsh; Lindsay Peak; Fay Shin;
Janet Towell;, Sharon Raimondo; Lance Keith Curry; Julie Moore;
Nadine Pinkerton; Deb Schneider; Lisa Westbrook; Karalee McCly-
mont Ruelas; Kim Dike; Sarah Cohen; Padma Sastri; James Cum-
mins; Jo Holzer, SammyKan, and Kaj; Juie Shen; Samuel Betances;
Jill Outka-Hill; and Christy Delbridge Sandquist.
 Children should learn that reading is pleasure, not just
something that teachers make you do in schools.

(Beverly Cleary, Happy 100 Years Birthday, April 2016)

LOVING THAT

1 LITERACY

WYATT DROPS OUT. MARK DROPS IN.

AUDREY DROPS BY.

Wyatt dropped out of school to find his love of reading. When he was in
third grade, his teacher believed there was only one path to literacy: pho-
nics, and only phonics. By that time, as you will see, Wyatt was already
an avid reader, but phonics was a complete mystery to him. He simply
did not “get it.” As Wyatt is my first-born grandson, this problem hits
close to home. In addition, I was often with his family, and I will never
forget those many nights spent sitting at the kitchen table with him, as
yet another night he and we were all nearly in tears over his phonics
homework. He came to a word that I knew he knew, but when he started
to sound it out, I could only listen in anguish.
2 The Power of Story

/f/
/i/
/g/
/h/
/t/

He kept repeating these sounds, which were like white noise to

him. “I don’t know what it say, Grammie,” he sobbed.
Soon after this, his mother pulled him out of the school, and as I
remember he mostly lay around on the couch and read for the next sev-
eral months. When fall came around, she reenrolled him in the next
grade—no questions asked. By this time, he was reading well beyond
his grade level and has continued this pattern.
Mark, on the other hand, dropped into a library to find his love
of reading. Mark went to
a very small rural school
in Kansas. He could al-
ready read well when
he entered first grade;
however Mrs. Jones, his
teacher, was inflexible
and even a bit scary for
the first graders. In addi-
tion, his family could see
that Mark was bored to
death by the never-end-
ing daily phonics drills,
which was the only tool in
Mrs. Jones’s pedagogical
toolbox. However, Mrs.
Jones could see that
phonics did not meet his
learning needs, so she
sent him to the library to
just read for the entire
Figure 1.1. Audrey Drops In to Tell reading instruction time.
Stories at the Coffee House Mark loved Mrs. Jones,
 Loving That Literacy 3

and still today says she

was a wonderful teacher.
He started reading the
encyclopedias and read
completely through all the
volumes before he was
out of grade school, as
the other teachers also
often let him just go to the
library to read.
Audrey dropped
by a coffee shop to tell
stories to find her love of
reading (see Figure 1.1).
At nine years old, she was
a successful reader at
school, but she was also
very interested in drama,
which was not encour-
Figure 1.2. Flyer Announcing Audrey’s aged in her classroom.
Story Hour Audrey found her path to
literacy when she decided
to set up a story hour at her mom’s coffee shop to tell stories to the cus-
tomers (see Figure 1.2 for the flyer she created). She was very animated
and expressive when reading stories, particularly to the younger chil-
dren, so their parents intentionally took their children to story hour, which
was after school on a weekly early-dismissal day.

INTRODUCTION
The purpose of Chapter 1 is to pull in the readers to the love of read-
ing. In order to do this, I will share how I learned to read, how I
learned to love reading, and how I learned to love libraries. In addi-
tion, we will lay the foundation by sharing what literacies are, and
what literacy is not. Finally, I will describe one activity, Spiral of
Literacy, which all readers can take and adapt to reflect on their
own literacies.
4 The Power of Story

HOW I LEARNED TO READ

I learned to read by way of phonics in the first grade from Mrs.
Larson—oh, how I loved Mrs. Larson. And, oh, how I loved her son,
Paul; we all loved Paul. But, back to my reading story: Mrs. Larson
loved phonics, so I loved phonics, and it worked for me. Without
tears. First, I learned the individual letters and their sounds; from
letters and sounds, I went right to words. Next came sentences,
paragraphs, and pages. I learned to read by building up the parts—
from bottom to top. Reading specialists would say that I was a parts-
to-whole reader. Some would say that phonics gets the credit. I
slowly and carefully put the puzzle together piece by piece. As I
continued in school, I read every assignment, every chapter, every
set of comprehension questions at the end of every chapter, every
spelling list, every grammar assignment. I read everything I was told
to read; I got good grades.

HOW I LEARNED TO LOVE READING

One problem: I hated to read. I read only the exact number of pages
assigned. I never took a book home to read for pleasure. I went to
college and continued this pattern. I spent every free moment in the
library, got good grades, graduated with honors in literature, yet I
still hated to read.
When my children were babies, I started to read to them. The
baby books said that I should, so I did. With our first child, Dawn,
something started to change. I loved the big black-and-white check-
ered book, The Real Mother Goose. I thought Winnie the Pooh had
been written just for me. By the time we got to Charlotte’s Web, I
was hooked on books.
I remember the first time Dawn didn’t want to hear The Se-
cret Garden again, as she wanted to read the Laura Ingalls Wilder
chapter books by herself. It was an ah-ha moment in my life: I could
read The Secret Garden for myself! It was my home-run reading
book. Suddenly, I had fallen in love with reading.
With our son, Bo, I broadened my literacy base. I probably
have read The Three Little Pigs several thousand times, and I
still huff and puff with vigor. Pecos Bill was the highlight of Bo’s
 Loving That Literacy 5

preschool years at home. From there, he moved to BMX magazines

and then on to motorcycle books. At that point, he jumped right
into Stephen King, and I chose not to go along. Another ah-ha
moment: I could read whatever I wanted. It was liberating.
When did Dawn and Bo learn to read? I have no idea, but it
was before kindergarten. One day Dawn came home from kinder-
garten crying because she was not allowed to check out The Secret
Garden from a library—she was told that only older students were
allowed to take that book home. The same library had a rule that
kids could only check out one book at a time—a rule Dawn hated.
One day, she checked out her one allotted book, and shoved three
more up inside of the front of her T-shirt, and headed for the library
door. She had detention for a week.
Dawn and Bo learned to read the opposite way that I did.
Reading specialists would say that they are whole-to-part readers.
They look at the whole picture of the puzzle first and then put the
pieces together. Do they love to read? Yes. Do they read for plea-
sure? Yes. I didn’t become an avid reader until my adult encounter
with The Secret Garden (Wink, 2011, pp. 16–17).
Dawn and Bo grew up in a book-driven home; I read to them,
and they saw us reading. I grew up in a home without books—it was
not until Mrs. Larson and phonics that I began to decode. It was not
until I found my home-run book that I fell in love with reading, and
I began to buy books. Lots of books. However, I still had not fallen in
love with libraries, which happened quite unexpectedly many years
later.

HOW I LEARNED TO LOVE LIBRARIES

I learned to love libraries without warning during the middle of
my career, when I lived in two different worlds: one in the central
valley of California, where I was a professor, and the other on a
cattle ranch in South Dakota, where I was either a rancher’s wife or
a rancher depending on the day or the level of my own enlighten-
ment with gender-free language—but this is not a story of gender-
free language development; this is a story of how I learned to love
libraries.
6 The Power of Story

Road Warrior Literacy

Once upon a time, long, long ago, I used to commute between two
worlds—1,534 miles door to door. Ginny, my beloved black Labrador,
and I had many grand adventures while driving through California, Ne-
vada, Utah, Wyoming, and South Dakota during those 25 years. In addi-
tion, we witnessed many changes on our Western commute.
In the early days, we seemed to be driving though safe little dusty,
rural communities. We stopped in state rest areas for Ginny to run and
play. We drove without cell phones or computer connectivity and didn’t
worry. The truth is that there were often long endless stretches without AM
or FM radio stations. In the early days, I used to mutter that I couldn’t get
a good cup of coffee from Turlock to Rapid City.
Eventually, I began to notice changes. The mining money
transformed little dusty ranch towns into bustling clean communities
with better roads, more lights, clean parks, and swimming pools. Ginny
and I experienced the explosion of technology, and I found that if I
parked near any casino in Nevada, I could jump on their Internet service
provider—free. This was long before I knew anything about cyberspace
security. Eventually, I began to notice a greater variety of radio programs
to help pass the long hours. I could find more music and news. I remem-
ber when I started to find better coffee, more often, and finally even a
latte.
Many of these social and technical changes were very positive.
However, simultaneously I began to feel my sense of security change to
a sense of vulnerability. I started looking for safer paces for Ginny to run
and play and for me to rest a bit.

Ah-ha: The Library

We could go into any town during that long commute and find a local li-
brary. I felt totally safe in the parking lots, and Ginny could run and play.
When I entered the buildings, I found air conditioning and clean rest-
rooms. You guessed it—they even had books. Lots of books—just for
my pleasure. Reflecting on those days of travel, I can now see that this
is when I developed my Road Warrior Literacy and fell madly in love with
public libraries. No more rest areas in isolated areas for Ginny and me.
 Loving That Literacy 7

STEVE STORIES: DOES REAL READING

REALLY HELP READING?
For years, I’ve run around the country for speaking engagements,
but I always seem to have a Steve story, based on the work of Steve
Krashen, who has had such a profound effect on my understanding
of language acquisition, languages, and literacy. It is easy to have a
Steve story, as not only is his academic contribution wide and deep,
but he’s also funny and fun. Did I mention that he plays a mean pi-
ano and has a black belt in a form of martial arts? But I digress—
back to our question: Does real reading really help reading? Yes.
Steve Krashen has provided data for decades on this topic and is
presently writing letter after letter to editors, as he competes for the
most letters-to-the-editor published. Presently, he is in second place,
behind only Subhash Chandra Agrawal from India. See, I told you
that it was easy to tell Steve stories. . . . However, nowhere does he
answer this question better than in his book, The Power of Reading.
It will be very helpful if you know that book before reading this one.
Here’s a book review by Deb Harrison, a teacher in Wyoming.

Steve Answers the Question

Krashen, Stephen. (2004). The Power of Reading: Insights from

the Research. Westport, Connecticut: Libraries Unlimited. 199
pages. ISBN 1-59158-169-9. For information and ordering:
www.lu.com.

A Book Review by Debra Harrison, MEd, Teacher, Crook County

School District #1, Moorcroft Secondary, Moorcroft, WY, 82721.
The Power of Reading by Stephen Krashen focuses on
Krashen’s concept of Free Voluntary Reading (FVR). FVR allows
readers to read what they want without questions, tests, or
looking up words in the dictionary. If readers do not like what
they are reading, they put down that book and find another
one. FVR provides language input, which produces advanced
levels of language acquisition leading to better comprehension
and communication skills.
8 The Power of Story

Stephen Krashen is professor emeritus at the University

of Southern California, who moved from the linguistics depart-
ment to the faculty of the School of Education in 1994. He is a
linguist, educational researcher, and activist. His research in
this book offers a commonsense approach to literacy. Reading
is the only way to improve literacy.
Introduction: In his introduction to The Power of Read-
ing, Krashen explains the day he first heard there was a literacy
crisis. It was 1987; he was watching the Oprah Winfrey show
that had six “illiterates” as guests of the show. These guests all
claimed to have slipped through the cracks in school by learn-
ing advanced coping mechanisms. Krashen theorizes that most
people are literate enough to read and write, but if they aren’t
readers, they will not have the high level of skills needed to
meet the demands of the world today. His position is definitive:
the only way to reach the higher levels of education is through
reading: Free Voluntary Reading, no tests, no book reports, and
the ability to put down a book if it isn’t interesting and choose
a different one.
Chapter 1, “The Research”: Krashen begins the chapter
with the position that “FVR is one of the most powerful tools we
have in language education. . . . FVR is the missing ingredient
in first language ‘language arts’ instruction” (p. 1).
In school free reading programs provide some of the
clearest evidence for the power of reading. Numerous studies
have shown that readers do as well or better than students who
were involved in traditional methods that include assigned
reading and direct instruction in grammar, vocabulary, reading
comprehension, and spelling. Numerous studies and tests show
that reading improves vocabulary and spelling.
In the second section of “The Research” chapter,
Krashen discusses direct instruction as an alternative to free
reading. There are several explanations as to why direct
instruction is inferior to free reading but the concept is
simple: language is too complex to be learned by specific rules
through memory. The pleasure of reading leads to the acquisi-
tion of language in a context that makes language more
accessible.
 Loving That Literacy 9

Chapter 2, “The Cure,” focuses on the power of reading.

The most important aspect of reading is access. Without access
to a large variety of books, magazines, comic books, or other
reading materials, the power of reading cannot be achieved.
More access at home results in better reading. The same holds
true for better libraries at home, better school libraries, and
access to public libraries. Just providing access isn’t enough.
Through the compilation of data, Krashen and his team studied
the factors that predicted better reading comprehension scores.
Throughout these studies there were four factors that stood
out: (a) Poverty had a very strong negative factor; the higher
the level of poverty, the lower the scores. (b) Silent Sustained
Reading (SSR) proved that the more students read, the better
they scored. (c) School libraries with at least 500 books had a
strong positive factor, nearly as strong as poverty. This factor
strongly suggested that supplying books in a school or library
can offset the negative effects of poverty on reading compre-
hension tests. (d) Finally, data indicate that actual reading
instruction was a negative factor.
Readers need a comfortable and quiet spot to read.
Libraries seem to be the most likely place for this to happen
without all of the distractions that come at school or home. In
spite of these factors, just because students have access does
not mean they will read. To get students reading they need only
to find one book that interests them, according to Krashen.
Once they are interested, they will continue to read. Several
studies, including one by Lance, Welborn, and Hamilton-
Pennell (1993), as well as Krashen (1995), confirmed that
“money invested in school libraries was associated with high
reading scores, even when factors such as poverty and avail-
ability to computers were controlled” (p. 66).
Chapter 3, “Other Issues and Conclusions,” addresses
the fact that “massive Free Voluntary Reading” cannot address
all gaps in comprehension. Spelling demons, punctuation, and
grammar trip up the best of readers due to the arbitrary nature
of English. Krashen goes on to explain that these gaps have very
little effect on avid readers due to the fact that they do not read
every detail.
10 The Power of Story

Writing
Krashen also attributes better writing to be a result of reading.
Many researchers have proven that reading input provides
the structure and context needed to become a better writer.
“Hypothesizing that writing style comes from reading, not
writing, is consistent with what is known about language
acquisition: Language acquisition come from input, not output,
from comprehension, not production” (p. 136). Although writ-
ing does not develop writing style, it does allow us to communi-
cate with others. It also allows us to stimulate and clarify our
thinking.

Television
There is an assumption that television has a negative impact on
reading because it replaces valuable reading time. Several of
the studies Krashen discusses allow that only when television
watching is excessive is it a negative. Television also lends very
little to language acquisition due to the lack of impressive vo-
cabulary, but in some studies, television seemed to encourage
reading.

Second-language Acquirers
Reading in the first language helps develop knowledge. The
more knowledge gained through reading, the easier it is to read
in the second language. Reading in their primary language al-
lows language learners to continue to grow and develop in their
heritage language (HL), as this is very difficult to do when living
in a different country.
Krashen’s conclusions simply assert that when children
read for pleasure they acquire knowledge. When they love read-
ing and do it avidly, they “involuntarily and without conscious
effect” acquire language.
The Power of Reading has a vast selection of references
throughout for continued exploration and professional growth.
Ironically, the reading of this book has provided valuable
 Loving That Literacy 11

insights concerning reading. For English content teachers it is

often common knowledge that the more a student reads, the
better he or she is at writing. This book emphasizes that point
with strong evidence to back it up. The Power of Reading com-
bines commonsense practice with academic evidence. It is im-
portant that students be allowed access to books, as well as
time to read. The evidence presented in this book proves that
FVR is a powerful tool.

The Book Whisperer Answers the Question

The Book Whisperer, Donalyn Miller, also answers the question: Does
real reading really help reading? Miller (2015, February 8) answers
the question as she draws on the pivotal work of Allington (1977),
where he noted that the vulnerable readers rarely were allowed to
read in class, and he encouraged reading in a more connected, con-
textually grounded process, as opposed to skills-based only. The body
of research supporting Allington has grown and deepened through
the years, but Miller asks, how many people know this vast body of
research? How many value it? And do we create reading programs
that reflect what is known? Research, which Miller shares extensively
in her post, does not always move people, much less policymakers. In
answer to the question “does real reading really help reading?,” the
Book Whisperer responds with a resounding YES; but do real people
always pay attention to real knowledge? Not so much.
Russ Walsh, a.k.a. Russ on Reading (2016, October 16) also
provides in-depth support for Independent Reading, as he refutes
and deconstructs the arguments of the naysayers. In addition, he
shares the following specific guidelines for teachers, librarians, and
family members:

1. Make every effort to ensure student engagement in reading dur-

ing Independent Reading time. This includes making sure that
students are in a book that they can read successfully on their
own and monitoring the class during reading time.
2. Guide student book choice for appropriateness and interest level
by working beside them as they make selections.
12 The Power of Story

3. Confer with individual students regularly. Rather than quizzing

their comprehension, start a conversation about the book. “What
stood out for you?” is a good conversation starter.
4. Provide regular opportunities for students to talk about their
reading with other student partners or small groups.
5. Assist students in making goals for their reading and have them
keep track of their progress toward the goals.
6. Through modeling, teach students how to respond to their read-
ing through a variety of written and oral formats including a re-
sponse journal, in-text Post-it notes, letters to the teacher, quick
writes, etc.
7. Rather than set an arbitrary amount of time for Independent Read-
ing from the start, work to build student stamina. Early on in es-
tablishing the routine for Independent Reading, stop the reading
as soon as students begin to fidget, whether that is in 3 minutes or
15. The next day set a goal for Independent Reading that is a few
minutes more than the previous day, until you have built the time
spent engaged in reading to your desired length—20, 30, 40 min-
utes depending on age and grade. (http://russonreading.blogspot
.com/2016/10/independent-reading-research-based.html)

Does real reading really help reading? Russ on Reading helps

us understand why this is true and how we can encourage indepen-
dent, free reading in our own contexts.
Finally, Krashen (2016, October 9) updates all data support-
ing Independent Reading, as he refutes Shanahan (2016). The bot-
tom line in these data demonstrates that sustained silent reading
works and that it leads to more reading.
Does real reading really help reading? Yes. The research is
solid, and sadly it is often ignored. However, good stories are often
never forgotten and can be lived in multiple ways through those who
hear the stories. This is why we are each called upon, not only to
know and understand the research supporting “real” reading, but also
to be able to articulate it in meaningful ways. Stories are my choice.

Tell me the facts, and I’ll learn. Tell me the truth, and I’ll believe.
But, tell me a story, and it will live in my heart forever.

(Native American proverb)

 Loving That Literacy 13

WHAT IS FREE VOLUNTARY READING?

Free Voluntary Reading (FVR) is easily accessible and compelling:
the reader simply chooses to read. There are no tests, no book re-
ports. The reader reads for the pleasure of reading (Krashen, 2004),
just like reading in life. In what follows, Krashen provides an over-
view of the ideas, which are inherently grounded in Free Voluntary
Reading (see Table 1.1).

Table 1.1 Krashen’s Overview of Free Voluntary Reading (FVR)

Research says that FVR:
• Is effective in increasing and
improving reading.
• Is pleasurable.
• Results in superior general
knowledge.
• Improves spelling, writing,
grammar.
• Helps ELL learners
dramatically.
• Improves scores on reading
tests and other subject-
matter tests.
• Results in better reading
comprehension, writing style,
and increased vocabulary.
• Develops better thinkers.
• Works when students truly
have choice, when the program
is consistent and continued,
and when teachers are also
reading when students are
reading.
Source: http://www.usc.edu/dept/education/CMMR/FullText/Free_Voluntary_Web
_Surfing_Krashen.pdf
What we can do:
• School-wide SSR.
• Individual classroom SSR.
• Have a variety of books available
for low-level readers—comics,
series books, etc.
• Publicize suggested reading lists.
• Survey kids about their reading
interests.
• Librarians put out list of kids’
favorite books and their interests.
• Encourage teachers to develop
in-class libraries.
• Solicit books through newsletter,
civic groups.
• Establish a reading-as-reward
system.
• Encourage reading aloud in class.
• Read aloud to Special Ed and ELL
students.
• Talk about reading with colleagues
and students.
• Extend library hours—talk to
Kiwanis and other groups about
providing funding or volunteers.
14 The Power of Story

Candi and Her Research about Free Voluntary Reading

Candi, a former graduate student and teacher, fills her life with fam-
ily, books, volunteering, books, soccer, books, dancing lessons, and
books, as Candi loves to read. While she has been raising her family,
she has also been reading for her own pleasure. She has a marvelous
collection of children’s books, which line the walls of her house. She
has noticed that the more she reads, the happier she is. She decided
to tutor children so she could afford to buy more books for herself.
She described her first tutoring student in a writing assignment in
one of my classes. Her experiences with one particular little boy,
Jimmy, caused Candi to reflect on the important role of pleasure as
it relates to reading.

“I hate reading,” Jimmy, age 9, boldly blurted out as he stormed into the
house for his first tutoring session with me. He slammed the door and
marched down the hallway, straight to the den, without even cracking a
smile.
I wondered how anyone so young could hate to read so much.
Why am I doing this? He hates to read, and I can’t understand that. I love
to read, and he can’t understand that. I knew I had to do something so
Jimmy wouldn’t see my discouragement.
As I was showing Jimmy some of my own children’s books, I
remembered hearing Stephen Krashen speak to our university class just
a few weeks earlier. He told us about Free Voluntary Reading. As he
spoke, I remembered the feeling of being “hooked on books.” He told us
about many studies that demonstrate that when children choose their
own books and read what they want, their reading improves. Krashen
(1996, p. 5) said that pleasure reading is the most important thing we can
do to improve reading.
It seemed too simple, but it affirmed my own personal experi-
ence. I have even noticed the same thing in our graduate classes. When
we get to read what we want, we read more. I know that I love to choose
my own books for my classes and sit on my sofa and read. I remember
when one of my classmates told the professor who was threatening a
comprehensive test, “If we have to take that test, I will stop reading and
start memorizing.”
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