 A service of  | |||||||||
|
|||||||||
|
|||||||||
|
|||||||||
|
|||||||||
|
||||||||||||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||||||||||||
Power Of Reading: Insights From The Research 2nd Edition
Teacher Ideas Press | Krashen, Stephen D. | 2004 ISBN 10: 1591581699 ISBN 13: 9781591581697 Continuing the case for free voluntary reading set out in the book's 1993 first edition, this new, updated, and much-looked-for second edition explores new research done on the topic in the last 10 years as well as looking anew at some of the original research reviewed. Can$32.40 [Add to Cart] [View Cart] Teacher Librarian April 2006 Best Professional Books of 2005, by Dr. David Loertscher and Esther Rosenfeld One could term this book as a major cannon in the reading research wars. Krashen builds his case for wide reading by analysing and presenting in a very readable text hundreds of research studies spanning a century....This is a book to share, discuss, argue about, and us as evidence for strong library book programs and large budgets to purchase books that kids are interested in reading. Bottom line: One irresistible title from 2004, documenting the power of wide reading on achievement, the foundation of the school library reading initiative. “An essential read…. A book to share, discuss, argue about, and use as evidence for strong library book programs and large budgets to purchase books that kids are interested in reading.”— Teacher Librarian/Professional Reading, April 2005 Starred Review. “This title will be of particular interest to language and linguistics professionals and educators concerned with equipping children to navigate their worlds. Highly recommended.”—Library Media Connection, April/May 2005 The Teaching Librarian, volume 12, no.2 After its publication in 1993, Stephen Krashen’s The Power of Reading, quickly became the foundation for the assertion that free voluntary reading (FVR) is the most effective tool for increasing literacy. After reviewing 50 years of research studies on reading, Krashen offered a simple message, ‘amount counts,’ meaning that those who read more have higher levels of literacy than those who read less. He recommended that children be provided every opportunity to read for pleasure, as well as a wide variety of reading material, and be allowed to make their own choices. By doing so, they would become better readers. Krashen considers school and public libraries essential to literacy development beause of their role in fostering independent reading for pleasure and because they provide reading resources of all types. Eleven years after the publication of the Power of Reading, literacy and literacy testing have become the major driving force in education and in education spending in North America. The second edition of Krashen's work is a welcome addition to the ongoing literacy debate. In this new edition, Krashen not only updates the research findings from the original work, but also adds valuable new material on how to encourage students to read more. The Power of Reading is easy to read and is well organized into three major sections: The Research, The Cure, and Other Issues and Conclusions. In the first section, Krashen updates the material in the previous edition by adding research studies done in the past 10 years. He then comes to the same conclusion: that the research shows that free voluntary reading is the best method of creating better readers and better writers. In the second section, which is the bulk of the book, Krashen offers many insights on how to encourage independent reading. Of special interest are his observations on access and the role of libraries. Particularly valuable are his comments on comic books, graphic novels, teen romances, magazines, and other reading material sometimes ‘frowned upon.’ There is also a chapter on reading management programs such as Accelerated Reader. The final section of the book has a discussion of writing, the effect of television, and ESL students. The Power of Reading second edition is a must have professional resource for all school libraries. In fact it is a must-have professional resource for all schools. It should be read by teacher-librarians, principals, and literacy teachers, and then used as a basis for discussion and action in schools.”—Esther Rosenfeld, 2005 |
