Comprehensible and compelling : the causes and effects of free voluntary reading / Stephen D. Krashen, Sy-ying Lee, and Christy Lao.
Material type:
TextPublisher: Santa Barbara, California : Libraries Unlimited, an imprint of ABC-CLIO, LLC, [2018]Description: ix, 106 pages : illustrations ; 24 cmContent type: - text
- unmediated
- volume
- 9781440857980
- 1440857989
| Item type | Home library | Collection | Shelving location | Call number | Materials specified | Status | Date due | Barcode | Item holds | |
|---|---|---|---|---|---|---|---|---|---|---|
Children's Book
|
Main Library | Parent/Teacher Resource Collection-Children's | Please Ask at Children's Desk | 418.4 K89 | Available | 33111008719771 |
Enhanced descriptions from Syndetics:
A joint effort from three thought leaders in educational research, linguistics, and literacy acquisition, this book explores the latest research that shows that compelling comprehensive input (CCI) is the baseline for all language and literacy development.
It has been established that encouraging reading at all student levels supports literacy--not just literacy in terms of having basic reading and writing abilities, but in being able to perform advanced reading as well as having well-developed listening, speaking, and critical thinking skills. But what kind of reading has the most benefit for young learners? And why? Comprehensible and Compelling: The Causes and Effects of Free Voluntary Reading examines the most recent research and literacy testing results from around the world that document how reading materials must be comprehensible and compelling to bring success. It also presents research findings that show how libraries directly support literacy development, providing arguments and proof that will be invaluable in advocacy efforts for funding and program development.
Includes bibliographical references and index.
Introduction -- Chapter One: Compelling Comprehensible Input -- Chapter Two: The Three Stages -- Chapter Three: What Read Alouds Do and What They Don't Do Chapter Four: Self-Selected Reading -- Chapter Five: Will they only read junk? Chapter Six: The Complexity Study: Do they read only 'easy' books? -- Chapter Seven: # What Have We Learned from PIRLS?