are the footnotes for excerpts from Chapter 6 of
The Read-Aloud Handbook (Penguin, 2013,
Footnotes for CHAPTER
(The Print Climate in
the Home, School, and Library)
- David E. Sanger, “The Price of Lost Chances” New York Times Special Section “The Reckoning,” September 11, 2011.
- Susan B. Neuman and Donna Celano, “Access to Print in Low-Income and Middle-Income Communities: An Ecological Study of Four Neighborhoods,” Reading Research Quarterly 36, no. 1 (2001): 8–26; and Susan B. Neuman, Donna C. Celano, Albert N. Greco, and Pamela Shue, Access for All: Closing the Book Gap for Children in Early Education (Newark, DE: International Reading Association, 2001).
- Nell K. Duke, “For the Rich It’s Richer: Print Experiences and Environments Offered to Children in Very Low-and Very High-Socioeconomic Status First-Grade,” American Educational Research Journal 37, no. 2 (2000): 441–78.
- Krashen, The Power of Reading. See also Stephen Krashen, “Our Schools Are Not Broken: The Problem Is Poverty,” Commencement Address, Graduate School of Education and Counseling, Lewis and Clark College, Portland, OR, June 5, 2011, http://www.sdkrashen.com/articles/Our_schools_are_not_broken.pdf; video for the speech, http://graduate.lclark.edu/live/news/12363-commencement-speaker-stephen-krashen-questions.
- Jeff McQuillan, The Literary Crisis: False Claims, Real Solutions (Portsmouth, NH: Heinemann, 1998).
- Richard Allington, Sherry Guice, Kim Baker, Nancy Michaelson, and Shouming Li, “Access to Books: Variations in Schools and Classrooms,” Language and Literacy Spectrum, Spring 1995, pp. 23–25. Also Richard L. Allington and Sherry Guice, “Something to Read: Putting Books in Their Desks, Backpacks, and Bedrooms,” in Phillip Dreyer, ed., Vision and Realities in Literacy: Sixtieth Yearbook of the Claremont Reading Conference (Claremont, CA: Claremont Reading Conference, 1996), p. 5.
- Keith Curry Lance, Marcia J. Rodney, and Christine Hamilton-Pennell, How School Librarians Help Kids Achieve Standards: The Second Colorado Study, Colorado State Library, Colorado Department of Education; Keith Curry Lance, Lynda Welborn, and Christine Hamilton- Pennell, The Impact of School Media Centers on Academic Achievement, Colorado Department of Education. See also Christine Hamilton-Pennell, Keith Curry Lance, Marcia J. Rodney, and Eugene Hainer, “Dick and Jane Go to the Head of the Class,” School Library Journal 46, no. 4 (2000): 44–47.
- Sarah Sullivan, Bonnie Nichols, Tom Bradshaw, and Kelli Rogowski, To Read or Not To Read: A Question of National Consequence, Research Report no. 47 (Washington. DC: National Endowment for the Arts, 2007), pp. 72–74, http://www.nea.gov/research/toread.pdf. See also Campbell, Hombo, and Mazzeo, NAEP 1999 Trends in Academic Progress.
- R. Constantino and Stephen Krashen, “Differences in Print Environment for Children in Beverly Hills, Compton, and Watts,” Emergency Librarian 24, no. 4 (1997): 8–9. See also Stephen Krashen, “Bridging Inequity with Books,” Educational Leadership, January 1998.
- Many of Krashen’s findings and recommendations can be found in Stephen Krashen, Every Person a Reader: An Alternative to the California Task Force Report on Reading, distributed by ALTA Book Center, 14 Adrian Ct., Burlingame, CA 94010, telephone (800) ALTA- ESL, online at www.languagebooks.com/ books/every_person_a_reader.html. See also Krashen, The Power of Reading.
- Kathleen Kennedy Manzo, “California Continues Phaseout of Whole Language Era,” Education Week, July 9, 1997.
- “Statistics About California School Libraries,” California Department of Education, http://www.cde.ca.gov/ci/cr/lb/schoollibrstats08.asp .
- James Ricci, “A Saving Grace in the Face of Our School Library Scandal,” Los Angeles Times Magazine, November 12, 2000. See also Douglas L. Achterman, “Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California,” University of North Texas UNT Digital Library, http://digital.library.unt.edu/ark:/67531/metadc9800/
- Duke, “For the Rich It’s Richer.”
- See Chapter 5, page 89 of the print or e-book edition.
- Allington et al., “Addressing Summer Reading Setback.” See also Allington and McGill-Franzen, “Got Books?” pp. 20–23; Cooper et al., “The Effects of Summer Vacation on Achievement Test Scores”; and Kim and White, “Teacher and Parent Scaffolding of Voluntary Summer Reading.” The “summer gap” was explored by American RadioWorks in its podcast of May 27, 2011, http://download.publicradio.org/podcast/americanradioworks/podcast/
- Vin Crosbie, “What Newspapers and Their Web Sites Must Do to Survive,” USC Annenberg Online Journalism Review, 2004, http://www. ojr.org/ojr/business/1078349998.php.
- “Americans Spending More Time Following the News,” Pew Research Center for the People and the Press, September 2010,
- Noam Cohen, “The Final Bell Rings for Weekly Reader, a Classroom Staple,” Media Decoder (blog), New York Times, July 24, 2012, http://mediadecoder.blogs.nytimes.com/
- David Carr, “The Lonely Newspaper Reader,” New York Times, January 1, 2007, http://www.nytimes.com/2007/01/01/business/media/01carr.html.
- The original spoof page is at http://zapatopi.net/treeoctopus/.
- Donald Leu, David Reinking, Julie Coiro et al., “Defining Online Reading Comprehension: Using Think Aloud Verbal Protocols to Refine a Preliminary Model of Internet Reading Comprehension Processes,” presented at the Annual Meeting of the American Educational Research Conference, Chicago, April 9, 2007, http://docs.google. com/Doc?id= dcbjhrtq_10djqrhz; and Beth Krane, “Researchers Find Kids Need Better Online Academic Skills.” UConn Advance, November 13, 2006, http://advance.uconn.edu/2006/061113/06111308.htm. See also “Pacific Northwest Tree Octopus,” Wikipedia, http://en.wikipedia.org/wiki/Pacific_Northwest_tree_octopus.
- Steve Kolowich, “What Students Don’t Know,” Inside Higher Ed (blog), August 22, 2011, http://www.insidehighered.com/news/2011/08/22/erial_study_of_student_
research_habits_at_illinois_university_libraries_reveals_ alarmingly_poor_information_literacy_and_skills. See also Lynda M. Duke and Andrew D. Asher, eds., College Libraries and Student Culture: What We Now Know (Chicago: ALA Editions, 2011).
- A built-in “detector” would be deep background knowledge, usually achieved through extensive reading, something largely lacking in today’s youth.
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