Research into teachers' reading habits by the Centre for Literacy and Primary Education (CLPE) has found that many do not regularly read children's literature, and tend to choose books from a narrow band of authors.
The research was undertaken as part of the Power of Reading programme, which was launched by the CLPE in 2005 to increase children's and teachers' enjoyment of reading. The schools questioned for the research were among 300 that have been involved in the Power of Reading project.
At age 19, Yohannes Gebregeorgis borrowed a soft-cover romance novel entitled "Love Kitten" that changed his life forever. Born in rural Ethiopia to an illiterate cattle merchant who insisted upon his son's education, Gebregeorgis had seen a few books in school. But it was the experience of having a book of his own that sparked a lifelong commitment.
Today, at 56, Gebregeorgis is establishing libraries and literacy programs to connect Ethiopian children with books.
It's never too late.
This article from the Southern Illinoisian tells the inspiring story of Jerry Mezo who learned to read at age 61.
Mezo was one of ten honored in Springfield a Spotlight on Achievement award from Secretary of State and State Librarian Jesse White and David Bennett, executive director of the Illinois Press Association.
The door to literacy opened late for Herrin resident Mezo; crossing that threshold, the impossible suddenly became so very possible. "When you can't read, you have to depend on everybody else. I was lucky to have gotten on at Maytag when I did because if I had to try to get a job like that now, I wouldn't make it. I couldn't fill out an application, couldn't take the tests. I was always afraid I would get caught," Mezo said. "But now that I can read, I've finally got some independence. I've got confidence that I never had. My life is a lot better. I don't have to hide anymore."
Even in this island paradise, it's important to make time for reading...and turn off the TV sometimes.
More than 250 parents and children crowded into Kualapu’u Elementary School’s cafeteria to participate in the final session of the Read Aloud Program (RAP) on Thursday. Jed Gaines, founder of Read Aloud America in Hawaii, hosted the event. This is RAP’s second year on Molokai; the program consisted of six sessions and has helped to improve the quality of family life in the community.
Claudette Ka’ahanui regularly attended RAP and said her children have started reading much more. “It’s unbelievable what this program has done for my kids,” she said.
Ka’ahanui said RAP has encouraged her to read to her children. “I never did,” she said, adding she often found herself too busy with work. “This has really brought me to realize that I need to make time. You have to fit it into your schedule, whether you’re working or not. It’s only to benefit the kids,” she said.
Another parent, Amethyst Tuisamatatele, brings seven of her children to RAP sessions. Tuisamatatele said she hardly went to the library, but because of RAP, she now pays a visit at least once a week. She said a big change in her family is the recent restriction of the television, which has resulted in her children finding more productive activities to participate in.
“Nice believe that by introducing citizens to the basic rules and institutional features of a democratic political system, through democratic managed community libraries, helps in building the people’s trust in the system.
“The community must democratically elect people who will oversee the library, and then they should come with a constitution which will regulate the operation of the library. If all these seemingly small things are properly followed, democracy becomes institutionalised at the grassroots,” says Chikafutwa.
The huge information campaign and an incentive program are casting American taxpayers up to $1.5 billion. And it's illuminating to put the government's $1.5 billion allocation in perspective. Consider: The proposed 2009 federal budget for adult basic and literacy education is $574.6 million. The Rural Development program has approved 85 loans totaling $1.68 billion since 2002 to help fund broadband infrastructure rollout in underserved areas. Is nationwide availability of speedy Wikipedia queries as important as delivering Ryan Seacrest digitally to your living room?
See Also: IMLS Budgets [PDF]
OMG! WTH r kidz riting 2day?
Are you finding students utilizing text-message shorthand to express themselves in classwork and other communications? It's a trend so it seems.
While students are more likely to forgo text-messaging slang and acronyms in school assignments, they often will forget to maintain a level of academic formality when communicating with their teachers via e-mail, dropping punctuation and using acronyms.
“You’d think they would think ‘Oh, I’m writing my English teacher,’ but they use acronyms and forget punctuation and capitalization,” but that's not the case. Many teachers will forgive the informality in e-mails, because it’s a practice they themselves have grown accustomed to.
Librarian of Congress James H. Billington recently expressed concern about what he called the “slow destruction of the basic unit of human thought, the sentence.” Mr. Billington said he fears the disjointed prose of text messaging and chat-room discourse has damaged young Americans’ ability to write clearly. Chattanooga Free Times has the scoop.
President Bush’s $1 billion a year initiative to teach reading to low-income children has not helped improve their reading comprehension, according to a Department of Education report released on Thursday and reported in today's NY Times.
The program, known as Reading First drew on some of Mr. Bush’s educational experiences as Texas governor (?!), and at his insistence Congress included it in the federal No Child Left Behind legislation that passed by bipartisan majorities in 2001. It has been a subject of dispute almost ever since, however, with the Bush administration and some state officials characterizing the program as beneficial for young students, and Congressional Democrats and federal investigators criticizing conflict of interest among its top advisers.
Here's the argument: contemporary mainstream fiction is very different from the storytelling of the deep past because of a demand side shift. Women consume most fiction today, and their tastes differ, on average, from those of men. How do they differ? To be short about it men are into plot, while women are into character. This means that modern literary fiction emphasizes psychological complexity, subtly and finesse. In contrast, male-oriented action adventure or science fiction exhibits a tendency toward flat monochromatic characters and a reliance on interesting events and twists.