Readers Advisory for Children and Tweens
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Penny Peck. An Infopeople Online Learning Course. Do you want to be able to provide children, tweens, and teens at your library with great suggestions for recreational reading? After this course, you will feel confident about recommending books to youth and have lots of resources at your fingertips. Through readings, discussions, and resources, you will learn methods to determine what a young person might like to read, and how to recommend, "sell" and market books. You will have opportunities to develop booklists, explore websites, and write and record a booktalk.
The instructor will provide tools, templates, cheat sheets, and a resource guide, as well as practical, useful tips that can be applied immediately. There will be several optional online meetings during the course.
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Those who cannot participate in person can listen to the archived recording of the meetings. You can choose the options most relevant to your work and interests. There is a wide range of physical, emotional and psychological development in this group. While some may no longer regard themselves as children, they are not quite teenagers. This will help you get the right book to the right student and keep their enjoyment of reading alive.
Engaging teens with reading. As your students head towards their teen years other activities and online and offline distractions can pull them away from reading. Another reason students may struggle at this level is because they are now reading to learn rather than learning to read. Lack of exposure to a wide range of vocabulary in students' earlier years can slow reading fluency down.
They need time to grapple with new words or words, which have slightly different meanings in a new context. If they have trouble understanding these word 'blocks' they can lose confidence in their ability to read. There is now a lot of evidence that reading for pleasure improves literacy success, as found in the New Zealand longitudinal research study, Competent Children, Competent Learners.
This applies as much to high performers at school as low performers. Reading also allows children of any age to have virtual experiences, which broaden their imagination and understanding of how to deal with different situations or not. At a time when tweens are becoming more independent, reading can help them navigate new and confusing feelings. Reading for pleasure — a door to success. Knowing what motivates this age group is useful as you seek ways to connect with tweens as readers. An article on Marketing Vox How-to: tips for targeting tweens lists the following personal and social drivers:.
Whether you're a class teacher or a librarian, the following ideas offer a number of ways to encourage your pre-teen students to read. Student reading interests. Jo Fletcher and her team from the University of Canterbury investigated 5 New Zealand schools where teachers had effective reading programmes.
The researchers identified a number of successful strategies library teams can adopt, to foster a love of reading with upper primary students:. School staff as readers. Reader-friendly environments. For ideas check out the student reviews and book trailers on Kamo Intermediate and Raroa Intermediate schools' websites. Kamo Intermediate.
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Raroa Intermediate. The researchers in the University of Canterbury study also noted that teachers regularly read aloud to the whole class and it was a popular part of the daily reading programme. Find out whether reading aloud is happening at your school and suggest some books teachers can use. Introduce a reading aloud spot at lunchtime in the library or anywhere in the school you might get an audience. Reading aloud can be just for fun without any added questioning.
How Can Libraries Connect with Tweens?
A book club allows students to talk about their reading and ask questions, deepening their experience of a book. Reading aloud. Book clubs. A number of teachers in the study were using picture books with their upper primary classes with great success.
Readers' Advisory For Children And 'tweens - nentcahanrato.ml
The books were sophisticated picture books 'in terms of narrative, illustration and design', and had 'storylines of high interest to children of this age'. Emphasise that these are picture books especially for older students and require more maturity and thoughtfulness than junior picture books. Sophisticated picture books. Reading programmes in Year primary classes that support effective literacy practices: what is happening and where to next?
Supporting young adolescent students in reading pdf, 1. What happens to reading progress in New Zealand year classes? The plateau, literacy leadership, and the remaining tail pdf, KB — research by Janinka Greenwood and others from University of Canterbury for Cognition Education Trust Appleyard, J. Becoming a reader: The experience of fiction from childhood to adulthood.
Cambridge University Press. Byrne, B. Theories of Learning to Read. Blackwell Publishing. Chapter 6 Theories of Learning to Read. Clifford-Poston, Andrea. Oneworld Publications. Fletcher, J. Motivating and improving attitudes to reading in the final years of primary schooling in five New Zealand schools in Literacy , 46 1 April pp.
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