1. Why Read????

2. Rewards Immediate Long Term satisfactionbenefits

3. Personal Value of Literature to Children Enjoyment Imagination and Inspiration Vicarious experience Understanding and empathy Heritage Moral reasoning Literary and artistic preferences

4. Academic Value of Literature for Children Expanded vocabulary Expanded world knowledge Improved reading skills Better communication skills Strengthened knowledge of language New insights Power to compete in information driven world Art appreciation

5. Bibliotherapy Emotional healing that comes from reading recreation connectedness insight to specific personal problems

6. Immediate reward is the one dependable criterion for determining why people choose to read.

7. Engaged and Unengaged Reading Personally Motivating Interested Lasting Benefits Reading often unproductive Sometimes occurs during reading instruction Not reading for your personal purpose

8. Lasting Benefits of Engaged Reading LOCATING INFORMATION Facts Knowledge Instruction GAINING EXPERIENCE Being there Feeling it Living it

9. Louise Rosenblatt’s Transactional Theory 1938 Efferent is reading for facts and focusing on externals Esthetic is to participate in an experience and to savor the flavor

10. Implications from this theory: To be aware that what the reader brings to the reading act - his or her world experiences, personality, and current frame of mind – is just as important in interpreting the text as what the author writes. Reading is a fusion of text and reader

11. YOU Need to find and read children’s books that interest you, that you savor, that you can’t wait to share with someone and begin your classroom library now!!!!

12. Research Because time spent reading is tied to reading and writing competence, many students who do not read in their free time eventually lose academic ground even if they are not initially remedial readers. Mullis, Campbell and Farstrup (1993) NAEP 1992: Reading Report Card for the Nation and the States

13. Research Increased frequency, amount, and diversity of reading activity increases reading achievement. Guthrie et.al., 1996 Reading Research Quarterly

14. Research The amount of reading is a strong predictor of reading comprehension, outweighing intelligence, economic background, and gender. Reutzel and Gikkubgsworth, 1991 Journal of Education Research

15. Research “Reading a lot” is one of the most powerful methods of increasing fluency, vocabulary and comprehension. Stanovich, 1993 Advances in Childhood Development and Behavior

16. Research Research shows the number of books a student reads is among the best indicators of reading development. Steven Krashen’s studies (1993) found that creating conditions conducive to lots of reading promotes everything from vocabulary development to comprehension, writing and higher test scores. Results: The Key to Continuous School Improvement by Michael Schmoker (pg. 93)