• First, we’re having a GREAT time with the One School-One Book program…. Getting “thank you” notes from parents already about how it’s “forcing” some family reading time that they seemed to have lost over the years.
    — Paul Marinko - Principal at St. Paul's Lutheran School - Fort Wayne, IN
  • Since last spring, our entire school has excitedly embraced the One School, One Book Program. We will soon begin our spring selection: A Cricket in Times Square -- the third book we've adopted since the spring of 2010!

    We are so thrilled with the positive impact this program has had on our students, families, and staff
    — Laurie LaRue - First Grade Teacher at Edgewood School - Bristol, CT
  • I think the OSOB program is brilliant. My seven year-old attends Orleans Elementary in Massachusetts and they (we) are reading Masterpiece. Since the grades levels range from one to five at this school, finding a book to suit all is difficult. My daughter can follow the big picture somewhat but we have to reinforce what we’ve read because it’s a lot to take in for her.
    — Glenn Krzeminski - Parent of student at Orleans Elementary - Orleans, MA
  • The One District, One Book program promoted by Read To Them...is a powerful way to systemically address and promote a culture of literacy throughout the entire school system.

    My school actually adopted a hamster and even used it as “pet therapy” for many of the behaviorally challenged children in our school.
    — Kenny Moles of West Virginia

Research

Reading aloud to children is frequently cited as as an effective tool to improve their skill sets and lives.  Here you’ll find research demonstrating that reading aloud is instrumental in the development of childrens’ minds.


 

Family Literacy Programs: Who Benefits?

by Nancy Padak and Tim Rasinski

Designing and delivering literacy programs that benefit both parents (or other family members) and children makes sense. But do family literacy programs really work? And if so, who benefits? School administrators, community leaders, and funding agents want to know the answers to these questions before deciding to support family literacy programs.

Full text: http://literacy.kent.edu/Oasis/Pubs/WhoBenefits2003.pdf


 

Importance of Home/School Literacy Partnerships

by Guofang Wan

According to Epstein (1990, 1991), it is crucial to develop partnerships between school and home. Such partnerships get parents involved in their children’s home literacy learning, school literacy learning, and achievement. This involvement is particularly important because schools often do not recognize the knowledge that linguistically and culturally diverse students bring with them. Likewise, parents need help to understand the models of learning used in schools. When interactions through partnerships are formed, they are likely to help parents and schools understand each other better.” (Morrow, Kuhn & Schwanenflugel, 2006, p. 326)

 

Wan, G. (2000). Reading aloud to children: The past, the present and the future. Reading improvement, 37(4), 148-160.

Retrieved from http://www.freepatentsonline.com/article/Reading-Improvement/69964878.html


 

Importance of Reading Aloud to Children

by Derry Koralek

“THE SINGLE MOST IMPORTANT ACTIVITY for building knowledge for their eventual success in reading is reading aloud to children,” stressed Becoming a Nation of Readers, a 1985 report by the Commission on Reading.” (Koralek, 2003, p. 1)

 

Koralek, D. (2003, March). Reading aloud with children of all ages.

Retrieved from http://journal.naeyc.org/btj/200303/readingaloud.pdf


 

Round-up of Research on Reading Aloud to Children

by Guofang Wan

“Trelease (1989) stated that we need to “advertise” reading. We need to read to our children to entice them and instill in them the desire to read. Reading aloud is simple. It is fun and inexpensive, but the benefits are monumental. There is a strong body of research that documents the importance of reading aloud at home and at school.

Becher (1986) related, specifically, this practice has been shown to improve children’s: (a) receptive and expressive vocabularies; (b) literal and inferential comprehension skills; (c) sentence length; (d) letter and symbol recognition; (e) basic conceptual development extension and expansion; and (f) general interest in books. Reading to the child is also important because it promotes a bond between children and parents, and establishes reading as a valued personal activity, exposes and develops shared topics of interest, promotes positive social-emotional interactions among family members, familiarizes children with a variety of language patterns and an expanded vocabulary, and serves as a source of data from which children construct knowledge about rules that govern the reading process. (p.90)” (Wan, 2000)

Wan, G. (2000). Reading aloud to children: The past, the present and the future. Reading improvement, 37(4), 148-160.

Retrieved from http://www.freepatentsonline.com/article/Reading-Improvement/69964878.html


 

General Benefits of Reading Aloud

by Reba M. Wadsworth

Regie Routman (2003), another nationally-known literacy consultant, finds that reading aloud to children enables them to hear the rich language of stories and texts they cannot yet read on their own. By reading aloud to students, they learn new vocabulary, grammar, and information and how stories and written language works. (Wadsworth, 2008, p. 2)

 

Wadsworth, R. M. (2008). Using read alouds in today’s classrooms. National association of elementary school principals: Leadership compass, 5(3).

Retrieved from: http://www.naesp.org/resources/2/Leadership_Compass/2008/LC2008v5n3a4.pdf

by Tanya Christ and X. Christine Wang

“Engaging children in interactive read-alouds and cognitively challenging discussions about books enhances children’s vocabulary learning.“ (Christ & Wang, 2010,p. 87)

Christ, T., & Wang, X. C. (2010). Bridging the vocabulary gap: What research tells us about vocabulary instruction in early childhood. Young children, 84-91.
Retrieved from: http://www.naeyc.org/files/yc/file/201007/ChristWangOnline.pdf


 

Effect of Social Interaction on Motivation to Read

by Linda B. Gambrell

“Social interaction supports motivation to read in a variety of ways, according to Turner and Paris (1995). First, peer comments can pique a student’s curiosity. Second, student observations of their peers’ progress may increase their confidence in their own ability to succeed. Third, working with others promotes student interest and engagement. A number of studies have documented that instruction that incorporates social interaction about text increases students’ motivation to read and reading comprehension achievement (Gambrell, Hughes, Calvert, Malloy, & Igo, in press; Guthrie et al., 2007; Ng, Guthrie, Van Meter, McCann, & Alao, 1998).” (Gambrell, 2011, p. 175)

 

Gambrell, L. B. (2011). Seven rules of engagement: What’s most important to know about motivation to read. The reading teacher, 65(3), 172-178.

Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/TRTR.01024/abstract


 

Another Round-up of Research on the Importance of Reading Aloud

by Teri S. Lesesne

“Reading aloud is no longer considered the domain of the elementary school. Instead, it is a desirable activity for older, more independent readers (Allen, 2000; Trelease, 2001; Rycik & Irvin, 2005; Giles, 2005).” (Lesesne, 2006, p. 52)

 

Lesesne, T. S. (2006). Reading aloud: A worthwhile investment? Voices from the Middle, 13(4), 50-54.

Retrieved from http://www.stenhouse.com/assets/pdfs/lesesnearticle.pdf


 

Effects of Home Reading Habits on Reading Interest

by Sharon S. McKool

“In terms of avidness, more avid readers than reluctant readers, regardless of income, were read aloud to by their parents before they started to school and had parents or siblings who read from books or novels for recreational purposes on a daily basis.” (McKool, 2007, p, 121)

McKool, S. S. (2007). Factors that influence the decision to read: An investigation of fifth grade students’ out-of-school reading habits. Reading improvement, 44(3), 111-131.

Retrieved from: http://core.ecu.edu/engl/hackettt/motivation.pdf


 

Adapting One School, One Book for Special Needs Children

by Ann Leader

In 2008, my school began the One School, One Book program. We were reading and responding to The Trumpet of the Swan. Again, I speculated how my student would be able to participate in this program. He loved books. It was suggested that he read an alternate book about swans that would be at his level. I immediately rejected that idea. The purpose of the program would be denied to him.

Full text: Adapting One School, One Book for Special Needs Children


 

Literacy Research in Support of One District, One Book and One School, One Book

by Shelley H. Allen

…a sampling of literacy research, spanning six decades, that supports the elements of the One District, One Book and the One School, One Book programs and their far-reaching potential to improve students’ reading achievement and to close achievement gaps.

Full text: Literacy Research

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