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Bridging to Books for Skilled YOunger Readers
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From: Megan Schliesman <Schliesman>
Date: Thu, 18 Oct 2001 08:47:39 -0500
Thank you to all who have been thinking and writing about books for newly independent readers (which we now have another, wonderful term for thanks to Lisa Von Drasek--"bridge books").
In addition to all the specific titles and series suggestions made, I am especially appreciative of the issues that have been raised, from Robin Smith's early comment about the importance of letting kids read books they will enjoy rather than being adults so focused on material that might be "challenging" to her later insights on why she thinks series books are so appealing to many children--providing a sense of comfort and success (and, of course, the enjoyment she was referring to initially). We have all been challenged to think of--and then note the absence of--multicultural "brige" books. Yes, they exist, but not nearly in the numbers children deserve. We've heard differing opinions on reading/grade levels on the books, and also considered comic books as early readers. And we've been asked to ponder the genesis of these titles--do they arise out of a literary or a marketing motivation.
We invite your additional thoughts on any of these issues. But let's also turn our attention to the second part of our discussion--which has been touched on throughout the month already: age-appropriate books for skilled younger readers. In an earlier message, Robin Smith wrote, "I am equally concerned for children who read way above grade level and try to read books deal with themes that are better handled by more mature children. (I have in mind a seven-year-old boy whose mother bought him What Jamie Saw because he was a 'good reader.:')."
We get questions regarding suggested books for highly skilled 6-, 7-, and 8- year old readers quite often at the CCBC. It's true that sometimes a parent's perception of what his or her child is ready for is due more to that parent's own desire to see his or her child reading "advanced" material than it is the child's own desire. On the other hand, we all know of children who truly are bored by many of the books typically given to children their age, or who are looking for something different, perhaps even as they also stay rooted in part in the "comfort" and "familiarity" of series books.
One of the primary resources we refer people to, which has already been mentioned, is Jim Trelease's Read-Aloud Handbook in its various editions. What are your ideas? What books to you suggest? What resources? What are the questions and concern this issue raises for you?
Megan
Robin Smith:
1. Most parents need to be educated about picture books. The vocabulary in picture books is challenging because picture books are written for adults to read with children. So, picture books are often too much of a challenge for the emergent reader who is ready to move beyond the phonetic vocabulary of basal readers or very simple repetitive rhyming books.
2. Many children get the message that they should be "challenging themselves" and end up trying to read unsatisfactory books that are too difficult. All teachers should free their children from the competition to read "hard" books--every child is different and each child needs to read books she enjoys.
Lisa Von Drasek: "Bridge Books"
Megan Schliesman, Librarian Cooperative Children's Book Center School of Education UW-Madison 608&2?03 schliesman at education.wisc.edu
Received on Thu 18 Oct 2001 08:47:39 AM CDT
Date: Thu, 18 Oct 2001 08:47:39 -0500
Thank you to all who have been thinking and writing about books for newly independent readers (which we now have another, wonderful term for thanks to Lisa Von Drasek--"bridge books").
In addition to all the specific titles and series suggestions made, I am especially appreciative of the issues that have been raised, from Robin Smith's early comment about the importance of letting kids read books they will enjoy rather than being adults so focused on material that might be "challenging" to her later insights on why she thinks series books are so appealing to many children--providing a sense of comfort and success (and, of course, the enjoyment she was referring to initially). We have all been challenged to think of--and then note the absence of--multicultural "brige" books. Yes, they exist, but not nearly in the numbers children deserve. We've heard differing opinions on reading/grade levels on the books, and also considered comic books as early readers. And we've been asked to ponder the genesis of these titles--do they arise out of a literary or a marketing motivation.
We invite your additional thoughts on any of these issues. But let's also turn our attention to the second part of our discussion--which has been touched on throughout the month already: age-appropriate books for skilled younger readers. In an earlier message, Robin Smith wrote, "I am equally concerned for children who read way above grade level and try to read books deal with themes that are better handled by more mature children. (I have in mind a seven-year-old boy whose mother bought him What Jamie Saw because he was a 'good reader.:')."
We get questions regarding suggested books for highly skilled 6-, 7-, and 8- year old readers quite often at the CCBC. It's true that sometimes a parent's perception of what his or her child is ready for is due more to that parent's own desire to see his or her child reading "advanced" material than it is the child's own desire. On the other hand, we all know of children who truly are bored by many of the books typically given to children their age, or who are looking for something different, perhaps even as they also stay rooted in part in the "comfort" and "familiarity" of series books.
One of the primary resources we refer people to, which has already been mentioned, is Jim Trelease's Read-Aloud Handbook in its various editions. What are your ideas? What books to you suggest? What resources? What are the questions and concern this issue raises for you?
Megan
Robin Smith:
1. Most parents need to be educated about picture books. The vocabulary in picture books is challenging because picture books are written for adults to read with children. So, picture books are often too much of a challenge for the emergent reader who is ready to move beyond the phonetic vocabulary of basal readers or very simple repetitive rhyming books.
2. Many children get the message that they should be "challenging themselves" and end up trying to read unsatisfactory books that are too difficult. All teachers should free their children from the competition to read "hard" books--every child is different and each child needs to read books she enjoys.
Lisa Von Drasek: "Bridge Books"
Megan Schliesman, Librarian Cooperative Children's Book Center School of Education UW-Madison 608&2?03 schliesman at education.wisc.edu
Received on Thu 18 Oct 2001 08:47:39 AM CDT
